179 
2 P2 

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399 I 

1898—1899 i 



.cal REPORT 



Mqippinep^ d fiHij li^lFiiliii 



CITY OF CAMDEN, N. J. 



For the Year Commencing September 6th, i< 



OFFICE OF THE TREASUREK, NATIONAL STATE BANK. 

OFFICE OF THE SECRETARY, BROADWAY SCHOOL. 



CAMDEN, N. J. 

MORGAN'S PRINTING HOUSE, 
1898. 



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1898==1899 



REPORT 



f> % i^f 






CITY OF CAMDEN, N. J. 



For the Year Commencing September 6th, 1898. 



OFFICE OF THE TREASUREE, NATIONAL STATE BANK. 

OFFICE OF THE SECRETARY, BROADWAY SCHOOL. 



CAMDEN, N. J. 

MORGAN'S PRINTING HOUSE, 
1898. 



I n 1 



■\ li 



1898-'99 



Commissioners of Public Instruction 



CITY OF CAMDEN, N. J. 



OFFICERS: 

President, 
THOS. B. FITZGERALD, 

312 Market Street- 
Member Ex-Officio, 
MAYOR COOPER B. HATCH, 

City Hall. 

Secretary, 
GEO. M. CLINE, 

Office, Broadway School. 

Treasurer, 

WILBUR F. ROSE, 

National State Bank, 2d and Market Streets. 

Superintendent, 

Martin v. bergen, 

110 Market Street. 

Solicitor, 
E. G. C. BLEAKLY, 

317 Market Street. 

Librarian, 
MISS KATE RUDDEROVV, 

Federal Street below Broadway. 

The Commission meets the last Monday in each month at the Broadway 
School. 



K) 



'(!..% k% 



1898-'99 



Commissioners of Public Instruction 



CITY OF CAMDEN, N. J. 



OFFICERS: 

President, 

THOS. B. FITZGERALD, 

312 Market Street. 

Member Ex-OfEcio, 
MAYOR COOPER B. HATCH, 

City Hall. 

Secretary, 

GEO. M. CLINE, 

OflBce, Broadway School. 

Treasurer, 
WILBUR F. ROSE, 

National State Bank, 2d and Market Streets. 

Superintendent, 
MARTIN V. BERGEN, 

110 Market Street. 

Solicitor, 

E. G. C. BLEAKLY, 

317 Market Street. 

Librarian, 
MISS KATE RUDDEROVV, 

Federal Street below Broadway. 

The Commission meets the last Monday in each month at the Broadway 
School. 



MEMBERS. 



First Ward, 
CAPT. C. S. MAGRATH, 
121 Federal Street. 

Second Ward, 
THOS. P>. FITZGERALD, 

312 Market Street. 

Third Ward, 

JOSEPH W. JACKSON, 

230 Stevens Street. 

Fourth Ward, 

DANIEL M. STEVENS, 

508 Berkley Streat. 

Fifth Ward, 

HENRY B. WILSON, 

N. W. cor. Fourth and Mt. Vernon Sts. 

Sixth Ward, 
ALLEN C. WOOD, 

440 Line Street. 

Eiglith Ward, 
CORNELIUS SCHEPERKOTTER, 
884 Ferry Avenue. 

Ninth Ward, 
LOUIS HATTON, M. D. 

442 Broadway. 



STANDING COMMITTEES. 



FINANCE, 

Wilson, Magrath, Sclieperkotter. 

PRINTING, 

Sclieperkotter, Wood, Hatton. 

BOOKS, 
Magrath, Hatton, Wilson. 

MANUAL TRAINING AND HIGH SCHOOL, 
Hatton, Scheperkotter, Magrath. 

PROPERTY, 

Scheperkotter, Jackson, Wood. 

LIBRARY, 
Wood, Magrath, Stevens. 

SUPPLIES. 

Scheperkotter, Jackson, Wood. 

TEACHERS. 
Magrath, Hatton, Wilson. 

ACCOUNTS, 
Wood, Stevens, Magrath. 



CHAIRMEN OF SCHOOLS. 



Kead, Linden, Noith-East, Cooper and Grant,' 
MAG RATH. 

Starr, Liberty, Mt. V«rnon, Lincoln and Children's Home, 
WOOD. 

Genge, Stevens, Central and Broadway, 
WILSON. 

Fetters, Miilford and Kaighn, 
JACKSON. 

Mickle, Sumner, Evered, W. J. Orphanage and Bergen, 
SCHEPERKOTTER. 

Manual Training and High School, 
HATTON. 



SUPERVISING PRINCIPAL. 

(Prin. High School.) 

HORATIO DRAPER, 

125 Federal Street. 



ASSISTANT SUPERVISING PRINCIPALS. 



George E. Fry, 613 Broadway. 

Chas. K. Middleton, 422 Benson Street. 

S. E. Manness, 425 Chambers Ave. 



BOARD OF EXAMINERS 
Selected each year by the Principal of the High School. 



STATE; BOARD OF EDUCATION. 



FIRST DISTRICT. 

George A. Frey Camdeni 

Bond V. Thomas Millville 

SECOND DISTRICT. 

Silas R Morse . . Atlantic Citj 

J. Bingham Woodward Borden town 

THIRD DISTRICT. 

T. Frank Appleby Asbury Park 

S. St. John McCutclieon, (Vice-President) , , . Plainfield 

FOURTH DISTRICT. 

Stephen C. Larison Hackettstown 

Stephen Pierson, M. D . Moiristown 

FIFTH DISTRICT. 

Francis Scott Paterson 

Joseph P. Cooper .,.,.... Rutherford 

SIXTH DISTRICT. 

James L. Hayes, (President) .....,.-.,... Newark 

James M. Seymour Newark 

SEVENTH DISTRICT. 

Otto Crouse , Jersey City 

Evan Steadman, M. D Hoboken 

EIGHTH DISTRICT. 

Benjamin H. Campbell Elizabeth 

James Owen Bloomfield 

C. J. Baxter, 
State, Superintendent and Secretary. 
J. Brognard Betts, Assistant Secretary, 

Supt. Camden Co., Chas. S. Albertson, Magnolia, N.J. 



COMMITTEES OF THE STATE BOARD OF 
EDUCATION. 

FOR THE YEAR 1898-99. 



FINANCE AND AUDITING. 
George A. Frey, 
Evan Steadman, M. D., James M. Seymour, 

S. R. Morse, J. Bingham Woodward. 

GROUNDS AND BUILDINGS. 
J. Bingliam Woodward, 
James Owen, George A. Frey, 

T. Frank Appleby, James M. Seymour, 

S. C. Larison, J. P. Cooper. 

EDUCATION. 
James Owen, 
Francis Scott, B. H. Campbell, 

Otto Grouse, Stephen Pierson, M. D., 

S. St. J. McCutcheon, S. R. Morse. 

FARNUM SCHOOL, SCHOOL CENSUS AND APPORTION- 
MENT OF SCHOOL MONEYS. 
J. P. Cooper, 
Stephen Pierson, M. D., T. Frank Appleby, 

B. H. Campbell, S. C. Larison. 

LAW AND LEGISLATION. 
Otto Crouse, 
George A. Frey, Francis Scott, 

Evan Steadman, M. D., S. St. J. McCutcheon. 

MEMBERS OF EXECUTIVE COMMITTEE OF TEACHERS' 
RETIREMENT FUND. 

S. R. Morse, Otto Crouse. 



11 



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THE SECRETARY'S REPORT OF THE CENSUS. 



RESULT OF THE CENSUS IN THE FIRST WARD. 

Male. Female. Total. 

Number of children attending private schools... 87 67 154 

Number of children attending no school during 

year 279 2-/2 551 

Number of children over 10 years unable to read 1 i 2 

Number of children under 15 employed in fac- 
tories 22 13 35 

NTumber of children unvaccinated 298 270 568 

Number of colored children 3 8 11 

Number of children who are deaf mutes 









Male. 


Female. 


Total 


Number of children between 


5 and 


6 years. . . 


100 


104 


204 


Number of children between 


6 and 


7 years. . . 


. 67 


70 


137 


Number of children between 


7 and 


8 years. . . 


. 69 


74 


143 


Number of children between 


8 and 


9 years. . . 


71 


62 


133 


Number of children between 


9 and 


10 years. . . 


64 


63 


127 


Number of children between 


10 and 


II years. . . 


. 65 


69 


134 


Number of children between 


II and 


12 years. .. 


li 


67 


140 


Number of children between 


12 and 


13 years. . . 


12. 


97 


169 


Number of children between 


13 and 


14 years. . . 


72, 


65 


138 


Number of children between 


14 and 


15 years. . . 


68 


72 


140 


Number of children between 


15 and 


16 years. . . 


. 58 


71 


129 


Number of children between 


16 and 


17 years. . . 


. 67 


60 


127 


Number of children between 


17 and 


18 years. . . 


61 


69 


130 



Total number of children between 5 and 18 
years 



943 



1851 



RESULT OF THE CENSUS IN THE SECOND WARD. 

Male. Female. Total. 
Number of children attending private schools.. 166 155 3^1 



14 



Male. 
Number of children attending no school during 

year 156 

Number of children over 10 years unable to read ... . 
Number of children under 15 years employed in 

factories 

Number of children unvaccinated ^^2 

Number of colored children 

Number of children who are deaf mutes 



Female. Total. 



Number 


of children between 


5 


and 


6 years 


Number 


of children between 


6 


and 


7 years 


Number 


of children between 


7 


and 


8 years 


Number 


of children between 


8 


and 


9 years 


Number 


of children between 


9 


and 


10 years 


Number 


of children between 


ID 


and 


II years 


Number 


of children between 


II 


and 


12 years 


Number 


of children between 


12 


and 


13 years 


Number 


of children between 


13 


and 


14 years 


Number 


of children between 


14 


and 


15 years 


Number 


of children between 


15 


and 


16 years 


Number 


of children between 


16 


and 


17 years 


Number 


of children between 


17 


and 


18 years 



167 



323 



Total number of children between 5 and i{ 
years 



10 


7 


17 


332 


342 


674 


3 


3 


6 


I 




I 


Male. 


Female 


Total 


74 


56 


130 


103 


98 


201 


100 


106 


216 


97 


109 


206 


91 


lOI 


192 


99 


90 


189 


88 


88 


176 


92 


99 


191 


74 


81 


155 


69 


68 


137 


59 


69 


118 


56 


62 


118 


31 


38 


69 


043 


1055 


2098 



RESULT OF THE CENSUS IN THE THIRD WARD. 

Male. Female. Total. 

Number of children attending private schools.. 3 7 10 
Number of children attending no school during 

year 26 24 50 

Number of children over 10 years unable to read .... .... .... 

Number of children under 15 years employed... 8 8 16 

Number of children unvaccinated 132 118 252 

Number of colored children 19 14 33 

Number of children who are deaf mutes .... .... 



Number of children between 5 and 6 years. 
Number of children between 6 and 7 years. 
Number of children between 7 and 8 years. 



Male. 


Female. 


Total 


45 


36 


81 


39 


40 


79 


35 


41 


76 



15 













Male. 


Female. 


Total 


Number of children 


between 


8 


and 


9 years. . . 


. 46 


31 


77 


Number of children 


between 


9 


and 


ID years. . . 


• 36 


39 


75 


Number of children 


between 


ID 


and 


II years. . . 


39 


3-' 


71 


Number of children 


between 


II 


and 


12 years. . . 


-5 


34 


59 


Number of children 


between 


12 


and 


13 years. .. 


35 


^9 


64 


Number of children 


between 


13 


and 


14 years. . . 


31 


46 


77 


Number of children 


between 


14 


and 


15 years.. . 


3S 


J,3 


71 


Number of children 


between 


15 


and 


16 years. . . 


22 


22 


44 


Number of children 


between 


i6 


and 


17 years. . . 


19 


3-' 


5i 


lilumber of children 


between 


17 


and 


18 years. . . 


22 


3-' 


54 



Total number of children between 5 and 18 
years 



43^ 



447 



879 



RESULT OF THE CENSUS IN THE FOURTH WARD. 

Male. Female. Total. 
>. umber of children attending private schools... 18 t,2 4I 

Number of children attending no school during 

year 163 133 296 

Number of children under 15 in factories, etc.. .25 7 

Number of children over 10 unable to read .... .... 

Number of children unvaccinated 137 138 275 

Number of colored children i i 

Number of children who are deaf mutes .... .... 



Number of children 


between 


5 


and 


6 years 


Number of children 


between 


6 and 


7 years 


Number of children 


between 


7 


and 


8 years 


Number of children 


between 


8 


and 


9 years 


Number of children 


between 


9 


and 


10 years 


Number of children 


between 


10 


and 


II years 


Number of children 


between 


II 


and 


12 years 


Number of children 


between 


12 


and 


13 years 


Number of children 


between 


13 


and 


14 years 


Number of children 


between 


14 


and 


15 years 


Number of children 


between 


15 


and 


16 years 


Number of children 


between 


16 


and 


17 years 


Number of children 


between 


17 


and 


18 years 



Male. 


Female. 


Tote 


41 


i7 


78 


37 


44 


81 


28 


42 


70 


40 


39 


79 


43 


36 


79 


4' 


47 


88 


36 


39 


75 


i7 


36 


73 


37 


43 


80 


44 


43 


87 


36 


47 


83 


36 


31 


07 


70 


60 


130 



Total number of children between 5 and \i 
years 



526 



544 



1070 



16 

RESULT OF THE CENSUS IN THE FIFTH WARD. 

Male. Female. Total. 

Number of children attending private schools. .3 i 4 
Number of children attending no school during 

year 158 198 356 

Number of children over 10 years unable to read .... .... .... 

Number of children under 15 years employed 2 2 

Number of children unvaccinated 187 203 390 

Number of colored children 61 56 117 

Number of children who are deaf mutes .... .... 



Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 



of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 



5 and 

6 and 

7 and 

8 and 

9 and 



between 
between 
between 
between 
between 
between 10 and 
between 11 and 
between 12 and 
between 13 and 
between 14 and 
between 15 and 
between 16 and 
between 17 and 
of 18 years . . . . 



6 years. 

7 years. 

8 years. 

9 years. 

10 years. 

11 years. 

12 years. 

13 years. 

14 years. 

15 years. 

16 years. 

17 years. 

18 years. 



Male. 


Female. 


Total 


84 


82 


166 


124 


100 


224 


99 


11 


176 


95 


100 


195 


100 


80 


180 


81 


11 


158 


80 


78 


158 


IZ 


68 


141 


60 


74 


134 


68 


71 


139 


54 


53 


107 


49 


61 


no 


35 


34 


69 


16 


Z2. 


48 



Total number of children between 5 and 18 
years 



2005 



RESULT OF THE CENSUS IN THE SIXTH W.A.RD. 

Male. Female. Total. 

Number of children attending private schools ... n 71 148 
Number of children attending no school during 

year 308 315 623 

Number of children over 10 unable to read 9 10 19 

Number of children under 15 in factories, etc... 63 54 117 

Number of children unvaccinated 75 82 157 

Number of colored children 2 i 3 

Number of children who are deaf mutes .... .... 



17 









Male. 


Female. 


Total 


Number of children between 


5 and 


6 years. . . . 


64 


85 


149 


Number of children between 


6 and 


7 years. . . . 


71 


71 


142 


Number of children between 


7 and 


8 years. .. . 


75 


69 


144 


Number of children between 


8 and 


9 years 


61 


77 


138 


Number of children between 


9 and 


10 years. . . . 


71 


75 


152 


Number of children between 


10 and 


II years. . . . 


81 


7i 


154 


Number of children between 


II and 


12 years. . . . 


62 


72, 


135 


Number of children between 


12 and 


13 years. . . . 


75 


80 


155 


Number of children between 


13 and 


14 years. . . . 


59 


87 


146 


Number of children between 


14 and 


15 years 


70 


68 


138 


Number of children between 


15 and 


16 years. . . . 


74 


58 


132 


Number of children between 


16 and 


17 years. . . . 


48 


61 


109 


Number of children between 


17 and 


18 years. . . . 


77 


72 


149 


Total number of children between 5 and 18 








years 






894 


949 


1843 









RESULT OF THE CENSUS IN THE SEVENTH WARD. 

Male. Female. Total. 

Number of children attending private schools ... 126 129 255 
Number of children attending no school during 

year 258 259 517 

Number of children over 10 unable to read 7 5 12 

Number of children under 15 in factories, etc. ... 24 10 34 

Number of children unvaccinated 385 394 779 

Number of colored children 185 245 430 

Number of children who are deaf mutes .... .... 









Male. 


Female. 


Total, 


Number of children between 


5 and 


6 years. . . , 


91 


102 


193 


Number of children between 


6 and 


7 years 


. 85 


98 


183 


Number of children between 


7 and 


8 years. . . . 


98 


92 


190 


Number of children between 


8 and 


9 years. . . 


97 


87 


184 


Number of children between 


9 and 


10 years. . . 


. 83 


78 


161 


Number of children between 


10 and 


II years. . . 


91 


72 


163 


Number of children between 


II and 


12 years. . . 


72 


75 


147 


Number of children between 


12 and 


13 years. . . 


80 


95 


175 


Number of children between 


13 and 


14 years. . . 


68 


71 


139 


Number of children between 


14 and 


15 years. .. 


59 


78 


137 


Number of children between 


15 and 


16 years. . . 


51 


■ =9 


IJO 



18 

Male. Female. Total. 

Number of children between i6 and 17 years. ... 68 53 121 

Number of children between 17 and 18 years. ... 61 63 124 



Total number of children between 5 and 18 
years , 994 



1033 



2027 



RESULT OF THE CENSUS IN THE EIGHTH WARD. 

Male. Female. Total. 

Number of children attending private schools ... 15 22 2t^ 
Number of children attending no school during- 

year 394 404 798 

Number of children over 10 unable to read 5 2 7 

Number of children under 15 in factories, etc. ... 63 54 117 

Number of children unvaccinated 22 38 60 

Number of colored children 317 369 686 

Number of children who are deaf mutes .... .... 



Number of 


children between 


5 


and 


6 years. . . 


Number of 


children between 


6 


and 


7 years. . . 


Number of 


children between 


7 


and 


8 years. . . 


Number of 


children between 


8 


and 


9 years. . . . 


Number of 


children between 


9 


and 


10 years. . . 


Number of 


children between 


10 


and 


II years. . . 


Number of 


children between 


II 


and 


12 years. . . 


Number of 


children between 


12 


and 


13 years. . . 


Number of 


children between 


13 


and 


14 years. . . 


Number of 


children between 


14 


and 


15 years. .. 


Number of 


children between 


15 


and 


16 years. . . 


Number of 


children between 


16 


and 


17 years. . . 


Number of 


children between 


17 


and 


18 years. . . 


Total number of children between 5 and i^ 


years 



















Male. 


Female. 


Total 


121 


139 


260 


107 


82 


189 


99 


III 


210 


no 


124 


234 


106 


99 


205 


85 


120 


205 


11 


88 


165 


103 


88 


191 


76 


80 


156 


17 


70 


147 


19 


59 


138 


60 


60 


120 


89 


82 


171 



2391 



RESULT OF THE CENSUS IN THE NINTH WARD. 

Male. Female. Total. 
Number of children attending private schools ... 2>?> 28 61 

Number of children attending no school during 
year 151 ii7 268 



19 



Male. Female, Total. 



Nvimber of children over lo -unable to read . ,, . 
Number of children under 15 in factories, etc.. 

Number of children unvaccinated 

Number of colored children 

Number of children who are deaf mutes 



2 

33 
2 



3 
34 

5 



5 
67 

7 



Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 



of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 
of children 



between 
between 
between 
between 
between 
between 
between 
between 
between 
between 
between 
between 
between 



5 and 

6 and 

7 and 

8 and 

9 and 

10 and 

11 and 

12 and 

13 and 

14 and 

15 and 

16 and 

17 and 



6 years. 

7 years. 

8 years. 

9 years. 

10 years. 

11 years. 

12 years. 

13 years. 

14 years. 

15 years. 

16 years. 

17 years. 

18 years. 



Male. Female. Total. 

43 57 100 

5^ 45 97 

35 51 86 

43 52 95 
46 51 97 
58 54 112 
39 45 84 
38 58 96 
28 40 68 

44 43 87 

36 37 73 
41 37 78 

37 26 63 



Total number of children between 5 and 18 
years 



540 596 1136 

GEO. M. CLINE, Secretary. 



THE SCHOOLS. 



TKACHERS AND JANITORS, 
JUNE 30, 1898. 



CAMDEN MANUAL TRAINING AND HIGH SCHOOL, 

123-125 Federal Street. 
OPENED FEBRUARY 5, 1891. 

REORGANIZED FEBRUARY 4, 1894. 



INSTRUCTORS. 



(Assistants.) 
Miss C. L. Mulliner, 



Miss Helen M. Bleukley. 



Miss Cl:ira S. Burrough, 



Miss Elizalietli M. Schuyler, 



STUDIES. 

( Arithmetic. 

J History and Government. 
, Sewing nnd Cutting. 
[^ Bookkeeping. 

(leometr}'. 

Literature and Rlietoric 

Gnimmar and Composition. 

f Algebra. 

I Mensuration. 



Trigonometry. 



Miss Myrtie E. Nye, 



Lucy Dean Wilson, 



Mr. John Brown, 



Mr. H. Draper, 



{Drawing, 
Modeling 
Color. 



|_ Physics. 
f Piiysiology. 

Botany. 

Commercial Geography. 

Geology. 

( Freehand. 

I Orthographic Projec. 

Isometric Projection. 

Geometric and in- 
dustrial Designs. 

Descriptive Geomy. 
1 Working Drawing. 

I Praetical Elocution. 

I Vocal Culture. 

I Blackboard Sketching. 

[ Primary Manual Training. 

Wood Work. 
Metal Work. 

f Structure of the German 

I Language. 

] Theory of Manual Training. 

I Pedagogics, Etc. 

[ Political Economy, Etc. 



{] 



Janitor, Frank Vache, 310 Benson Street. 



$750.00 



$750.00 



5750.00 



$760.00 



ll^OrOe A^TTJ 



$650.00 



I $1,200.00 



$2,250.00 



HORATIO DRAPER, 

Principal, and City Supervisor, 

125 Federal Street. 



PRINCIPALS AND TEACHER 

GRADE OF POSITION, 
WHEN APPOINTED, SALARIES, Etc. 



26 



COOPER 


SCHOOL— BOYS' GRAMMAR. 






Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teachers. 


Salary of 


bent's 




Position 




Position. 


Salary. 


Principal 


8th 


Carrie C. Shivers, 


$750 00 


$750 00 


First Assistant 


7th 


Anna Bhici\, 


625 00 


650 00 


Second " 


6th 


Tirzah A. Strang, 


525 00 


550 00 


Third 


5th 


Lida .J. Smith, 


475 00 


625 00 


Fourth " 


4th 


1 del la Maskell, 


450 GO 


487 50 


Fifth 


:;d 


Mary E. Caril, 


400 00 


420 00 


Sixtli " 


•Jd 


Ella M. Shults, 


375 00 


3i»5 00 


Seventh " 


1st 


Myrtis C. Bailey, 


350 00 


350 00 


Auxiliary 




Rachel R. McKeever. 


250 00 


250 00 



COOPER SCHOOL— GIRLS' GRAMMAR. 
Principal i 8th Clara R. Titus, $750 00 

First Assistant! 7lh Sidney L. Amierson, 600 00 

Seeorul " 6th Clara A. Bamber, 500 00 

Third " { 5th Liiara M. Filhian, 450 00 

Fourth " j 4th Clara M. Shivers, 425 00 

Fifth " I 3d Fannie M. Sanderson, 370 00 

Sixth " 2d Lillie E. Simmons, 350 00 

Seventh " 1st Camilla A. Purdy, 320 00 

Auxiliary Rachel R. McKeever. 250 00 

Janitor, Geo. A. Moore, $800, 516 N. Third Street. 

U. S. GRANT SCHOOL— MIXED GRAMMAR. 
Principal's Ass't 8tli Helen A. Westcott, 

Fii-st. Assistant 7th | Carrie B. Stewart, 

Secotid " 6th i Anna R. Miller, 

Third " 5th Bessie K, Middleton, 

Fourth " 4th \ Bertha C. Moore, 

Fifth " 3d I Anna .Mulliner, 

Sixth " 2d I A. Kdith Rogers, 

Seventh " 1st Mary L. Ireland, 

Janitor, Jacob Gnang, $600, 217 Market Street. 

NORTH-EAST SCHOOL— GIRLS' GRAMMAR 



Principal 
First Assistant 
Second " 
Third 
Fourth 
Fifth 
Sixth 

Seventh " 
Auxiliary 



8th 

7th 

6th 

5th 

4th 

3d 

2d 

1st 



Principal 

First Assistant 
Second " 
Third 



NORTH-EAST SCHOOL 
4th 
3d 
2d 



1st 



Marv A. Burrough, $750 00 

Helen Jeffers, 600 00 

Emma V. Yeager, 500 00 

Anna Holland, 450 00 

Grace Titus. 425 00 

Bella R. Covert, 370 00 

Eva S. Burrough, 350 00 

Leiia R. Dukes, 320 00 

Mary T. Miller, 250 00 

BOYS' PRIMARY. 

Minnie C. Stackhouse, $500 00 

Bertha A. Middleton, 400 00 

Nellie E. Brown, 375 00 

Jane S. Devinney, 350 00 



$1000 00 
625 00 
535 00 
500 00 
475 00 
450 00 
410 00 
340 00 
250 00 



$750 00 


$750 00 


625 00 


650 00 


525 00 


550 00 


475 00 


525 00 


450 00 


500 00 


400 00 


480 00 


375 00 


395 00 


350 00 


390 00 



$1000 00 
625 00 
625 00 
500 00 
475 00 
410 00 
370 00 
320 00 
250 GO 

$575 00 
480 00 
415 00 
350 00 



Janitor, Henry B. Cheeseman, $700, 225 Vine Street. 



27 



COOPER SCHOOL— HOYS' GRAMMAR. 



Grade of 
Certificate. 


\^'llen First 
Appointed as 






leaclier. 


1st City, 




Jan. 1885 


2d " 




Sept. 1871 


1st State. 




Sept. 1872 


2d City. 




Mav, 1892 


3d " 




*Sept. 1893 


Sd " 




Dec. 1896 


.Sd " 




Sept. 1897 


2d " 




Jan., 1897 


2d " 




Sept. 1898 



*An 

1st. City. 

2d " 

3d " 

3d " 

2d " 

3d " 

2d " 

2d " 

2d " 



interregrnm of two years. 
COOPER SCHOOL- 



Oct. 

Sept. 

Jan. 

Aug. 

May, 

Oct. 

Nov. 

Nov. 

Sept. 



1873 

1858 
1872 
1879 
1883 
1888 
1894 
1896 
1898 



First 


Dat<- 


of 


Appdiii 


tment in 


present 


Ap- 


Camden. 


pointraent. 


Jan. 


188.') 


Jan. 


1897 


i\ov. 


1874 


Sept. 


1880 


Sept. 


18 6 


Jan. 


1^98 


May, 


1892 


Jan. 


1898 


Nov. 


1896 


Jan. 


1^98 


Dec. 


1896 


Jan. 


1898 


Sept. 


1897 


Jan. 


1898 


Jan. 


1897 


April, 


1898 


Sept. 


1898 


Sept. 


1898 



-GIRLS GRAMM.AR. 

Nov. 1873 

May, -1863 

Jan. 

Aug. 

Mav, 

Oct". 

Nov. 

Nov. 



1872 
1879 
1883 
1888 
1894 
1896 



Sept. 1898 



Sept. 

Sept. 

Nov. 

April, 

April, 

Sept. 

April, 

Dec. 

Sept. 



1 893 
1880 
1876 
1890 
1890 
1896 
1895 
1896 
1898 



U. S. GRANT SCHOOL— MIXED GRAMMAR. 



1st City. 
1st " 
2d " 

1st " 
1st •• 
1st " 
2d State. 
2d City. 



Mav, 1892 

Jan., 1890 

Sept., 1883 

Sept., 1894 

Dec,, 1893 

Feb., 1883 

Sept., 1897 

May, 1896 



Mav, 1892 

Jan. 1890 

Sept. 1883 

Sept. 1894 

Dec. 1893 

Feb. 1883 

Sept. 1897 

May, 1896 



Jan. 1898 

1898 
1898 
1898 
1898 
1898 
1898 
1898 



1st City and State 

1st City. 

1st " 

3d " 

3d " 

2d " 

2d « 

2d " 

2d " 



1st City. 
2d " 
3d " 
2d " 



NORTH-EAST SCHOOL— GIRLS' GRAMMAR. 

Feb. 1872 
Oct. 1877 
May, 1893 
Nov. 1878 



Nov., 1870 

Oct., 1877 

Mav, 1893 

NoV., 1878 . 

May, 1885 

Dec. 1895 

Nov. 1896 

Jan., 1898 

Sept. 1898 
NORTH-EAST SCHOOL- 

Oct., 1887 

Oct. 1892 

June, 1396 

Jan. 1898 



Mav, 
Dec. 



1885 
1895 



Nov. 1896 
Jan. 1898 I 
Sept. 1898 I 
BOYS' GRAMMAR. 



Feb. 1880 
Sept 1893 
1897 
1888 
1890 
1898 
1898 
189S 
1898 



Oct. 


1887 


Jan. 


1898 


Oct. 


1892 


(1 


1898 


June, 


1896 


« 


1898 


Jan. 


1898 


n 


1898 



28 



GENGE SCHOOL— BOYS' PEIMARY. 





Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teachers. 


Salary of 


bent's 




Position. 




Position. 


Salary. 


Principal. 


6tli 


M. Jennie Wood. 


$675 00 


$750 00 


First Assistant. 


5th 


Cora B. Locke. 


475 00 


525 00 


Second " 


4th 


Alice Cramer. 


450 00 


500 00 


Tilird " 


3d 


Jennie P. Middleton. 


400 00 


460 00 


Fourth " 


2d 


Josie N. West. 


375 00 


415 00 


Fifth 


1st 


Bessie D. Snyder. 


350 00 


350 00 





GENGE 


SCHOOL— GIRLS' PRIMARY. 




Principal. 


6th 


Sallie T. Brown. 


$675 00 


$750 00 


First Assistant. 


5tii 


Helen Baniber. 


450 00 


500 00 


Second " 


4th 


Mabel White 


425 00 


475 00 


Third " 


3d 


Bella Forbes. 


370 00 


450 00 


Fourth " 


2d • 


Ada C. Davis. 


350 00 


430 00 


Fifth 


1st 


Ella S. Macdonald. 


S20 00 


400 00 



Janitor, Powell Steele, $700, 514 Erie Street. 
LINDEN SCHOOL— BOYS' PRIMARY. 



Principal. 


6th 


Anna Johntra. 


First Assistant. 


5th 


Alice S. Heisler. 


Second " 


4th 


Jennie K. Reier. 


Third « 


3d 


Anna Smith. 


Fourth " 


2d 


Ada M. Wentzell. 


Fifth 


1st 


Sadie Larzalere. 


I 


.IN DEN 


SCHOOL— GIRLS' 


Principal. 


6th 


Emilie Roettger. 


First Assistant. 


5th 


Frances Messier. 


Second " 


4th 


Mary A. Hofer. 


Third •' 


3d 


Lizzie C. Gordon. 


Fourth " 


2d 


Lidie Kimble. 


Fifth " 


1st 


Mary T. Redman, 



$675 00 


$750 00 


475 00 


525 00 


450 00 


500 00 


400 00 


480 00 


375 00 


395 00 


350 00 


370 00 


RY. 

$675 00 


$750 00 


450 00 


500 00 


425 00 


475 00 


370 00 


450 00 


350 00 


410 00 


320 00 


400 00 



Janitor, Thomas H. Knight, $700, 327 North Ninth Street. 



READ SCHOOL— BOYS' PRIMARY. 



Principal. 
First Assistant. 
Second •' 
Third " 



Principal. 
First Assistant. 
Second " 
Third " 



4 th 

3d 

2d 

1st 



May Dudley. 
Hortense Cramer. 
8. Alinda Wentzell. 
Gertrude G. Hollinshed. 



READ SCHOOL— GIRLS' PRIMARY, 



4th 

3d 

2d 

Ist 



Bertha F. Snow. 
Helen E. Muliiner. 
Jessie G. Weatherby. 
Fannie C. Shaw. 



1500 00 
400 00 
375 00 
350 00 


$575 00 
480 00 
455 00 
390 00 


Y. 

$500 00 
370 00 
350 00 
320 00 


$550 00 
450 00 
430 00 
320 00 



Janitor, Daniel V. Schemeley, $600, 504 North Eighth Street. 



29 



GEJJGE SCHOOL— BOYS' PKIMAKY. 



Grade of 
Certificate. 


Wiien First 


First 


Date of 


Appointed as 


Appoinliiient in 


Present Ap- 


Teaclier. 


Camden. 


pointment. 


1st State. 


Mav, 1855 


May, 1855 


Oct. 1874 


3d City. 


Fab. 1880 


Feb. 1880 


Nov. 1893 


2d " 


Sept. 1891 


Sept. 1891 


Sept. 1897 


2d " 


Nov. 1894 


Nov. 1894 


Mar. 1898 


2d " 


Mar. 1896 


Mar. 1896 


Mar. 1898 


2d " 


Oct. 1897 


Oct. 1897 


Mar, 1898 



1st State. 
3d City. 
2d " 
3d " 
3d " 
2d " 



GENGE SCHOOL— GIRLS' PRIMARY. 



April, 1853 
Jan. 1872 
April, 1889 
Sept. 1883 
Nov. 1891 
Mar. 1876 



Jan. 1856 
Jan. i872 
April, 1889 
Sept. 1883 
Nov. 1891 
Mar. 1876 



Nov. 1874 

Oct. 1879 

Oct. 1897 

Sept, 1898 

Oct. 1897 

Oct. 1897 



LINDEN SCHOOL— BOYS' PRIMARY. 



1st City. 

1st 

2d 

2d 

3d 

3d 



1st City. 
3d " 
3d " 
1st " 
3d " 
3d " 



Sept. 1876 
Jan. 1887 
April, 1890 
Sept. 1893 
Sept. 1897 
Sept. 1897 



Sept. 1876 
Jan. 1887 
April, 1890 
Sept. 1893 
Sept. 1897 
Sept. 1897 



LINDEN SCHOOL— GIRLS' PRIMARY. 



Sept. 1881 

Oct. 1877 

Oct, 1887 

May, 1889 

Mar. 1895 

Jan. 1883 



Sept. 1881 

Oct. 1877 

Oct. 1887 

May, 1889 

Mar. 1895 

Sept. 1897 



Sept. 1897 
Sept. 1897 
Sept. 1897 
April, 1897 
Sept. 1897 
Sept. 1897 



Sept. 1897 

Sept. 1897 

Sept. 1897 

Sept 1897 

Sept. 1897 

Sept. 1897 



READ SCHOOL— BOYS' PRIMARY. 



1st State, 3d City. 
2d " 
2d " 
3d " 


Sept. 1885 
Sept. 1886 
Mar. 1890 
Nov. 1895 


Feb. 1887 
Sept. 1886 
Mar. 1890 
Nov. 1895 


Sept. 1898 
April, 1890 
Nov. 1894 
Jan. 1898 


RE 


AD SCHOOL-GIRLS' PRIMARY. 




2d City. 
Ist " 
2d " 
2d " 


Sept. 1890 
April, 1890 
Feb. 1894 
Jan. 1898 


Sept. 1890 
April, 1890 
Feb. 1894 
Jan. 1898 


Sept. 1395 
Nov. 1896 
Nov. 1896 
Jan. 1898 



30 



E. A. STEVENS SCHOOL— BOYS' GRAMMAR. 





Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teachers. 


Salary of 


bent's 




Position 




Position. 


Salary. 


Principal 


8th 


Lillian Z. Cramer. 


$750 00 


$750 00 


First Assistant 


7th 


Mary E. Ridgway. 


625 00 


650 00 


Second " 


6th 


Lizzie E. Cox. 


525 00 


550 00 


Third 


5th 


Marion C. Patton. 


475 00 


525 00 


Fourth " 


4th 


Lillian M. Thompson. 


450 00 


500 00 


Fifth 


3d 


Florence P. Meley. 


400 00 


480 00 


Sixth " 


2d 


Elizabeth W. Carll. 


375 00 


455 00 


Seventh " 


1st 


Clara M. Haines. 


350 00 


370 00 


Auxiliary 




Mary Pidgon. 


250 00 


260 00 



E. A. STEVENS SCHOOL— GIRLS' GRAMMAR. 



Principal 




8th 


Florence Hughes. 


First Assistant 


7th 


Emma Searle. 


Second 




6th 


Hannah C. Dungan 


Third 




5th 


Minnie B. Johnson. 


Fourth 




4th 


Laura A. Pike. 


Fifth 




3d 


Bessie Laverty. 


Sixth 




2d 


Lillian N. Applin. 


Seventh 




1st 


LiUie Y. Clopper. 


Auxiliary 






Mary Pidgon. 



$750 00 


$1000 00 


600 00 


625 00 


500 00 


525 00 


450 00 


500 00 


425 00 


475 00 


370 00 


450 00 


350 00 


370 00 


320 00 


340 00 


250 00 


250 00 



Janitor, Charles C. Branning, 



No. 611 Clinton Street. 



31 



E. A. STEVENS SCHOOL— BOYS' GRAMMAR. 



Grade of 
Certificate, 


When First 


First 


Date of 


Appointed as 


Appointment in 


present Ap- 




Teaclier. 


Camden. 


pointment. 


1st City. 


Sept. 1881 


Sept. 188i 


Sept. 1898 


1st " 


Oct. 1888 


Oct. 1888 


May, 1893 


2d " 


Mar. 1884 


Mar. 1884 


Oct. 1897 


2d " 


Sept. 1887 


Sept. 1887 


Oct. 1897 


3d " 


Mar. 1889 


Mar. 1889 


Oct. 1897 


3d " 


Mar. 1891 


Mar. 1891 


Oct. 1897 


3d " 


Nov. 1891 


Nov. I89I 


Oct. 1897 


2d " 


Sept. 1897 


Sept. 1897 


Oct. 1897 


2d " 


Sept. 1898 


Sept. 1898 


Sept. 1898 



E. A. STEVENS SCHOOL— GIRLS GRAMMAR. 



1st Citv. 


Feb., 1874 


Feb. 1874 


May, 1893 


1st City, 3d State. 


Sept. 1890 


Sept. 1890 


Sept. 1898 


1st City. 


Feb. 1872 


Feb. 1872 


Jan. 1893 


2d " 


Nov. 1891 


Nov. 1891 


June, 1897 


3d " 


Nov. 1879 


Nov. 1879 


Mar. 1891 


3d " 


Nov. 1875 


Nov. 1875 


Mar. 1891 


3d " 


Nov. 1896 


Nov. 1896 


Sept. 1897 


2d " 


Jan. 1897 


Jan. 1897 


Sept. 1897 


2d " 


Sept. 1898 


Sept. 1898 


Sept., 1898 



32 



LIBERTY SCHOOL— BOYS' GRAMMAR. 



Position. 



Principal. 
Prin. Assistant. 
First 

Second " 
Tliird 
Fourth " 
Fifth 
Sixth 

Seventh " 
Eighth " 
Ninth " 
Tenth " 
Eleventh " 



Grade 

of 

Position. 



8tli 

8th 

7th 

6th 

5th 

4th 

4th 

3d 

3d 

2d 

2d 

1st 

let 



Names of Teachers. 



Arabella Strang. 
Emma L. Holl. 
Julia E. Kemble. 
Lydia E. Bennett. 
Minnie M. Hyers. 
Emma P. Stavers. 
Katie Johnson. 
Mary D. Ashton. 
Generva Lewis. 
Ella M. Kemp. 
Frances B. Hiers. 
Laura E. Toone. 
Agnes C. McLaughlin. 



Minimum 


Incum- 


Salary of 


bt^nt's 


Position. 


Salary. 


$750 00 


11000 00 


750 00 


750 00 


625 00 


650 00 


525 00 


550 00 


475 00 


525 00 


450 00 


500 00 


450 00 


500 OO 


400 00 


480 00 


400 00 


480 00 


375 00 


455 00 


375 00 


415 00 


350 00 


390 00 


350 00 


350 00 



Janitor, Isaac Potter, $700, No. 775 Spruce Street. 



JESSE W. STARR SCHOOL— GIRLS' GRAMMAR. 



Principal 


8th 


Margaret T. Magee. 


$750 00 


s;iooo 00 


First Assistant 


7th 


Josephine Britton. 


600 00 


612 50 


Second 


6th 


Sallie D. Strong. 


500 00 


525 00 


Third 


5th 


Nellie D. Roberts. 


450 00 


500 00 


Fourth " 


4th 


Alfarata B. Sharp. 


425 00 


475 00 


Fifth 


4th 


Martha C. Ambruster. 


425 00 


475 00 


Sixth 


3d 


Celia E. Roth. 


370 00 


450 00 


Seventh " 


3d 


Lizzie H. Lummis. 


370 00 


450 00 


Eighth 


2d 


Daisy Johntra. 


350 00 


410 00 


Ninth 


2d 


Flora Hall. 


350 00 


410 00 


Tenth 


1st 


Anna Pinyard. 


320 00 


360 00 


Eleventh " 


1st 


Elsie Martin. 


320 00 


320 00 



Janitor, Jesse Penn, $700, No. 1011 South Eighth Street. 



33 



LIBERTY SCHOOL— BOYS' GRAMMAR. 



Grade of 
Certificate. 


When First 
Appointed as 


First 
Appointment in 


Date of 
Present Ap- 


Teacher. 


Camden. 


pointment. 


1st City. 


Nov. 1876 


Jan. 1883 


Jan. 1898 


1st " 


Sept. 1884 


Sept. 1884 


Jan. 1898 


1st " 


Mar. 1888 


Mar. 1888 


Jan. 1898 


2d State. 


Feb. 1878 


Mar. 1885 


Nov. 1894 


2d City. 


Sept. 1886 


Sept. 1886 


Nov. 1894 


3d " 


Sept. 1869 


Sept. 1869 


Sept. 1888 


2d " 


Nov. 1891 


Nov. 1891 


Nov. 1895 


3d " 


Sept. 1894 


Sept. 1894 


Sept. 1898 


3d " 


Oct. 1893 


Mar. 1895 


Sept. 1 898 


2d " 


Oct. 1893 


April, 1895 


Sept. 1898 


3d " 


Nov. 1895 


Nov. 1895 


Sept. 1898 


3d " 


Not. 1895 


Nov. 1895 


Sept. 1898 


2d " 


Mar. 1898 


Mar. 1898 


Sept. 1898 



JESSE AV. STARR SCHOOL— GIRLS' GRAMMAR. 



1st 


City 


1st 


« 


2d 


« 


2d 


i( 


3d 


u 


3d 


(1 


2d 


li 


1st 


(( 


3d 


It 


2d 


II 


3d 


It 


2d 


11 



Feb. 


1880 


Feb. 


1880 


Oct. 


1895 


Oct. 


1895 


Nov. 


1883 


Nov. 


1883 


June, 


1888 


June, 


1888 


Jan. 


1880 


April 


1889 


Sept. 


1887 


Sept. 


1887 


Oct. 


1880 


Oct, 


1880 


Mar. 


1880 


Mar. 


1880 


Sept. 


1895 


Sept. 


1895 


June, 


1895 


June, 


1895 


Nov. 


1895 


Nov. 


1895 


Jan. 


1898 


Jan. 


1898 



Feb. 1895 

Jan. 1898 

Dec. 1895 

Dec. 1895 

April, 1889 

Nov. 1895 

Nov. 1895 

Jan. 1898 

Jan. 1898 

Jan. 1898 

Jan. 1898 

Sept. 1898 



34 



BROADWAY SCHOOL— BOYS' PRIMARY. 



Position. 



Principal. 

First Assistant. 

Second 

Third 

Fourtli 

Fifth 



Grade 

of^ 
Position. 



6th 

5th 

4th 

3d 

2d 

1st 



Names of Teachers. 



Anita A. Wright. 
Belle Mayberry. 
Gertrude Bowyer. 
Dorothy Morris. 
Alice R. Willianas. 
Bertha M. Lee. 



M in imam 
Salary of 
Position. 



$675 00 
475 00 
450 00 
400 00 
375 00 
350 00 



Incum- 
bent's 
Salary. 



1750 00 
575 OO tT^tT 
500 00 
480 00 
395 00 
350 00 



BROADWAY SCPIOOL— GIRLS' PRIMARY. 



Principal. 
First Assistant. 
Second " 
Third 

Fourth " 
Fifth 



6th 

5th 

4th 

3d 

2d 

1st 



Lszzie Anderson. 


1675 00 


$750 00 


Carrie C. Messier. 


450 00 


500 00 


Mary M. Watson. 


425 00 


475 00 


L* Mav Williams. 


370 00 


450 00 


Mena Heileman. 


350 00 


430 00 


Beulah Hollinshed. 


320 00 


320 00 



Janitor, William H. Macferren, $800, No. 526 Williams Street. 



CENTRAL SCHOOL— BOYS' PRIMARY. 



Principal. 
First Assistant. 
Second " 
Third 

Fourth " 
Fifth 



6th 

5th 

4th 

3d 

2d 

1st 



Lizzie R. Salmond. 
Sarah E. White. 
Adah M. Banford. 
Mamie Lee. 
Mame H. Johnson. 
Frances Elvin. 



$675 00 
475 00 
450 00 
400 00 
375 00 
350 00 



$750 00 
525 00 
500 00 
480 00 
415 00 
430 00 



CENTRAL SCHOOL— GIRLS' PRIMARY. 



Principal. 
First Assistant. 
Second " 
Third 

Fourth " 
Fifth " 



6th 

5th 

4th 

3d 

2d 

1st 



Katie Francis. 
Hattie Lewis. 
Maude Hver. 
Ella F. Elfreth. 
Viola M. Blaisdell. 
Mary V. Yerkes. 



$675 00 


$750 00 


450 00 


500 00 


425 00 


475 00 


370 00 


450 00 


350 00 


390 00 


320 00 


320 00 



Janitor. Charles Brown, J700, No. 424 Berkle7 Street. 



35 



BROADWAY SCHOOL— BOYS' PRIMARY. 



Grade of 


Wlien First 


First 


Date of 


Appointed as 


Appointment in 


Present Ap- 




Teacher. 


Camden. 


pointment. 


1st Citv. 


June, 1855 


June, 1855 


Nov. 1894 


2d "' 


Sept. ]86y 


Sept. 1869 


Sept. 1898 


2d •' 


May, 1893 


May, 1893 


Jan. 1898 


1st City, 2d State. 


Sept. 1887 


Nov. 1894 


Jan. 1898 


2d " 


Sept. 1897 


Sept. 1897 


Jan. 1898 


2d " 


Jan. 1898 


Jan. 1898 


Jan. 1898 


BROAI 


)WAY SCHOOL— 


GIRLS' PRIMARY. 


1st City. 


Sept. 1867 


Sept. 1872 


Feb. 1887 


3d " 


Sept. 1876 


Sept. 1876 


Oct. 1888 


2d " 


Jan. 1880 


Jan. 1880 


Oct. 1888 


3d " 


Feb. 1887 


Feb. 1887 


Mav, 1893 


2d " 


Sept. 1893 


Sept. 1893 


Sept. 1898 


2d " 


April, 1898 


April, 1898 


Sept. 1898 



CENRTAL SCHOOL— BOYS' PRIMARY. 



1st 


City. 


2d 


i( 


3d 


(1 


2d 


(1 


2d 


« 


2d State 


1st 


City. 


8d 


(( 


3d 


K 


3d 


l( 


2d 


(( 


2d 


1( 



Nov. 1881 

Oct. 1891 

June, 1889 

Feb. 1893 

Dec. 1895 

Sept. 1887 



Nov. 1881 
Aug. 1879 
April, 1890 
Sept, 1891 
Dec. 1895 
Jan. 1898 



Nov. 


1881 


Jan. 


1898 


Oct. 


1891 


Sept. 


1898 


June, 


1889 


Jan. 


1898 


Feb. 


1893 


Jan. 


1898 


Dec. 


1895 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 


.S' PRIMARY. 






Nov. 


1881 


Jan. 


1898 


Au?. 


1879 


Jan. 


1898 


April 


,1890 


Jan. 


1898 


Nov. 


1894 


Jan. 


1898 


Dec. 


1895 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 



36; 



LINCOLN SCHOOL— BOYS' PRIMARY. 





Grade 




Minimum 


Incum- 


Position. 


of^ 


Names of Teachers. 


Salary of 


bent's 




Position 




Position. 


Salary. 


Principal 


6th 


Mary L. Miller. 


1675 00 


$750 00 


First Assistant 


5th 


Anna Ward. 


475 00 


525 00 


Second " 


4th 


Josie R. Klages. 


450 00 


500 00 


Third 


3d 


Elizabeth Jones. 


400 00 


400 00 


Fourth 


2d 


Sarah E. Miilliner, 


375 00 


375 00 


Fifth 


1st 


Gertrude C. Hall. 


350 00 


350 00 



LINCOLN SCHOOL— GIRLS' PRIMARY. 



Principal 


6th 


Kate F. Dinan. 


First Assistant 


5th 


Olive T. Crovvell. 


Second " 


4th 


Mary S. Hartiing. 


Third 


3d 


Helen B. Bnclianan. 


Fourth " 


2d 


Margaret I. Mann. 


Fifth 


1st 


Annie W. Tonrtelot. 



$675 00 


$750 OO 


450 00 


500 00 


425 00 


462 50 


370 00 


430 00 


350 00 


350 00 


320 00 


320 00 



Janitor, William Uber, $700, No. 1285 Mechanic Street. 



Teacher. 



CHILDREN'S HOME. 
I 1st & 2d I Anna D. Burkhardt. | $400 00 | $400 00 



37 



LINCOLN SCHOOL— BOYS' PRLMARY. 



Grade of 
Certificate. 


When First 


First 


Date of 


Appointed as 


Appointment in 


present Ap- 


Teacher. 


Camden. 


pointment. 


1st City 


April, 1888 


April, 1888 


Jan. 1898 


1st " 


Sept. 1890 


Sept. 1890 


Jan, 1898 


1st " 


Jan. 1893 


Jan. 1893 


Jan. 1898 


2d " 


Jan. 1898 


Jan. 1898 


Jan. 1898 


2d " 


Jan. 1898 


Jan. 1898 


Jan. 1898 


2d " 


Jan. 1898 


Jan. 1898 


Jan. 1898 



LINCOLN SCHOOL— GIRLS PRIMARY. 



1st 


City. 


2d 


" 


2d 


i< 


3d 


i( 


2d 


i( 


2d 


*' 



June, 


1874 


Feb., 


1891 


Jan. 


1898 


Nov. 


1891 


Nov. 


1891 


Jan. 


1898 


Sept. 


1895 


Sept, 


1895 


Jan. 


1898 


Dec. 


1894 


Dec. 


1894 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 


Jan. 


1898 



Sd City. 



CHILDREN'S HOME. 
I Nov. 1894 I Nov. 1896 



Nov. 1896 



38 



RICHARD FETTERS SCHOOL— BOYS' GRAMMAR. 





Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teachers. 


Salary of 


bent's 




Position. 




Position. 


Salary. 


Principal. 


8th 


Lillie T. Osier. 


$750 00 


$750 00 


First Assistant. 


7 th 


Anna E. Quint. 


625 00 


650 00 


Second " 


6th 


Hallie La Pierre. 


525 00 


550 00 


Third 


5th 


Ida M. Bunting. 


475 00 


525 00 


Fourtii " 


4th 


Emma Potter. 


450 00 


500 00 


Fifth 


3d 


Joanna Roberts. 


400 00 


480 00 


Sixth " 


2d 


Nellie V. Baldwin. 


375 00 


435 00 


Seventh '* 


1st 


Bessie M. Black. 


350 00 


410 00 


Eighth " 


1st 


Florence E. C. Wilson. 


350 00 


370 00 


Auxiliary. 




Mary Y. Hall. 


250 00 


250 00 



Janitor, Winfield Nossardy, $625, No. 280 Sycamore Street. 



KAIGHN SCHOOL— BOYS' PRIMARY— SECTION A. 



Principal 


6th 


Clara E. McCullv. 


J675 00 


1750 00 


First Assistant 


5th 


Sallie Francis. 


475 00 


525 00 


Second 


4 th 


Bertha M. Tavlor. 


450 00 


500 00 


Third 


3d 


Lulu R. Tanner. 


400 00 


440 00 


Fourth " 


2d 


Hattie Travis. 


375 00 


415 00 


Fifth 


1st 


Beitha R. Cattell. 


350 00 


370 00 



KAIGHN SCHOOL- BOYS' PRIMARY— SECTION B. 



Principal. 


5th 


Emma M. Cattell. 


$600 00 


$750 00 


First Assistant. 


4th 


Laura J. Harrop. 


450 00 


500 00 


Second " 


3d 


Mary C. Cotner. 


400 00 


480 00 


Third " 


2d 


Mary E. Davis. 


375 00 


455 00 


Fourth " 


1st 


Emily H. Collins. 


350 00 


350 00 



Janitor, John S. Campbell, $675, No. 279 Walnut Street. 



39 



RICHARD FETTERS SCHOOL— BOYS' GRAMMAR. 



Grade of 
OcrtitiCtitG 


When First 


First 


Date of 


Appointed as 


Appointment in 


Present Ap- 




Teacher. 


Camden. 


pointment. 


1st City. 


Jan. 1887 


Jan. 1887 


Nov. 1894 


1st " 


Jan. 1887 


Jan. 1887 


Nov. 1894 


1st " 


Mar. 1876 


Mar. 1876 


Sept. 1890 


2d " 


April, 1889 


April, 1889 


Sept 1897 


2d " 


Feb. 1887 


Feb. 1887 


Jan. 1890 


2d " 


April, 1889 


April, 1889 


Jan. 1893 


2d " 


Nov. 1894 


Nov. 1894 


Sept. 1897 


3d " 


Nov. 1894 


Nov. 1894 


Sept. 1897 


3d " 


Sept. 1897 


Sept. 1897 


Sept. 1897 


2d " 


Sept. 1898 


Sept. 1898 


Sept. 1898 



KAIGHN SCHOOL— BOYS' PRIMARY— SECTION A. 



1st City. 
2d " 
3d " 
2d " 
3d " 
2d " 



Oct. 


1873 


Oct. 


1873 


Apri: 


,1889 


April 


1889 


April 


,1889 


Oct. 


1897 


Nov. 


1891 


Nov. 


1891 


Oct. 


1897 


Oct. 


1895 


Oct. 


1895 


Oct. 


1897 


Dec. 


1895 


Dec. 


1895 


Oct. 


1897 


Sept. 


1897 


Sept. 


1897 


Oct. 


1897 



KAIGHN SCHOOL— BOYS' PRIMARY— SECTION B. 



1st State. 
1st Citv. 
2d "■ 
2d " 
2d " 



Mar. 1873 

Ftb. 18S7 

Mar. 1891 

Feb 1894 

Sept. 189S 



Mar. 1879 

Feb. 1887 

Mar. 1891 

Feb. 1894 

Sept. 1898 



Nov. 1891 

Nov. 1891 

Sept. 1894 

Sept. 1884 

Sept. 1898 



40 



I S. MULFORD SCHOOL— GIRLS' GRAMMAK 





Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teacliers. 


Salary of 


bent's 




Position. 




Position. 


Salary, 


Principal. 


8th 


Anna Farrell. 


$750 00 


$1000 0C> 


First Assistant. 


7tb 


Margaret A. Millar. 


600 00 


625 00 


Second " 


6th 


Mary E. Homefi. 


500 00 


525 00 


Third 


5th 


Mary Davis. 


450 00 


500 00 


Fourth " 


4th 


Mary L. Shivers- 


425 00 


475 00 


Fifth 


3d 


Lucy S. Carney. 


370 00 


450 00 


Sixth " 


2d 


Orie E. Cox. 


350 00 


430 00 


Seventh " 


1st 


Mary C. Hall. 


320 00 


400 00 


Eighth 


1st 


Harriette E. Tavlor. 


320 00 


340 00 


Auxiliary. 




Mary Y. Hall. ' 


250 00 


250 00 



Janitor, Jesse C. Chew, $625, 1412 South Third Street. 



C. A. BERGEN SCHOOL— GIRLS' PRIMARY— SECTION A. 



Principal. 
First Assistant. 
Second " 
Third " 

Fourth " 
Fifth 



6th 

5th 

4th 

3d 

2d 

1st 



Edith G. Heaney. 
Ella R. Hoeflich. 
Georgie Scott. 
Jennie Carll. 
Annie L. Morton. 
Mary Walsh. 



$675 00 
450 00 
425 00 
370 00 
350 00 
320 00 



$750 OO 
500 00 
475 00 
450 00 
430 00 
400 00 



C. A. BERGEN SCHOOL— GIRLS' PRIMARY— SECTION B. 



Principal. 
First Assistant. 
Second " 
Third 
Fourth 
Fifth 



6th 
5th 
4th 

3d 
2d 
Ist 



Lizzie A. Cassady. 
Rebecca H. Horner. 
Susie A. Evered. 
Nellie G. Collins. 
Irma F. Braddock. 
Elizabeth A, Sharp. 



$675 00 
450 00 
425 00 
370 00 
35U 00 
320 00 



$750 00 
500 00 
475 CO 
450 00 
410 00 
320 00 



Janitor, Fred J. Bittner, $700, 1011 South Fifth Street. 



41 



I. S. MULFORD SCHOOL— GIRLS' GRAMMAR. 



■Grade of 
Certificate. 


When First 


First 


Date of 


Appoint'ed as 


Appointment in 


Present Ap- 


Teacher. 


Camden. 


pointment. 


l«t City and State. 


Nov. 1870 


Nov. 1870 


Sept. 1888 


1st City. 


Sept. 1886 


April, 1890 


Nov. 1894 


2d " 


April, 1890 


April, 1890 


June, 1895 


3d " 


Jan. 1873 


Sept. 1881 


Jan. 1888 


3d '• 


Sept. 1883 


Sept. 1883 


April, 1893 


3d " 


April, 1889 


April, 1889 


Nov. 1894 


2d " 


April, 1892 


April. 1892 


Nov. 1894 


2d " 


Sept. 1894 


Sept. 1894 


Nov. 1894 


3d « 


Sept. 1897 


Sept. 1897 


Jan. 1898 




Sept. 1898 


Sept. 1898 


Sept. 1898 



C. A. BERGEN SCHOOL— GIRLS' PRIMARY— SECTION A. 



1st State. 


Sept. 1863 


Sept. 1863 


Mar. 1876 


3d City. 


Feb. 1881 


Feb. 1881 


Oct. 1889 


2d " 


Sept. 1883 


Sept. 1883 


Oct. 1889 


3d " 


Oct. 1888 


Oct. 1888 


Sept. 1894 


3d " 


Sept. 1881 


Sept. 1881 


Sept. 1894 


2d " 


Sept. 1894 


Sept. 1894 


Sept. 1894 


C. A. BERGEJ 


^ SCHOOL— (^RD 


?' PRIMARY— SEC 


)TION B. 


1st City. 


Oct. 1877 


Oct. 1877 


Nov. 1891 


3d " 


Nov. 1891 


Nov, 1891 


Nov. 18it7 


2d •* 


Nov. 1891 


Nov. 1891 


Nov. 1897 


2d " 


Sept. 1892 


Sept. 1892 


Nov. 1897 


3d " 


Nov. 1894 


Nov. 1894 


Nov. 1897 


2d " 


Nov. 1897 


Nov. 1»97 


Nov. 1897 



42 



J. W. MECKLE SCaOOL— MIXED GRAMMAR. 





Grade 




Minimum 


Incum- 


Position. 


of 


Names of Teachers, 


Salary of 


bent's 




Position 




Position. 


Salary. 


Principal 


8th 


Lizzie West. 


f 750 00 


$1000 00 


First AssLitant 


7th 


IfOra F. Ireland. 


625 00 


650 00 


Second " 


6ch 


Atice C. Wentz. 


525 00 


550 00 


Third 


5th 


Mary N. Chambers. 


475 00 ' 


525 00 


Fourth 


5th 


Jennie A. Davis, 


475 OO 


525 00 


Fifth 


4th 1 


Eva HaUiwell. 


450 00 


500 00 


Sixth 


4th , 


Maria Habliston. 


450 00 


500 00 


Seventh " 


3d 


Sarah H. Mines, 


40O 00 


440 00 


Eighth 


3d 


Emma P. Iszard. 


400 00 


480 00 


Ninth 


2d 


Atina M. Graiibeit. 


375 00 


455 00 


TeatFi 


3d 


Jennie Webb. 


375 00 


415 00 


Eleventh " 


Tst 


Lidie Ritchie. 


350 00 


370 00 


Twelfth " 


Est 


Josephine Lewallen. 


350 00 


350 00 


Auxiliary. 




Mary T. Miller. 


250 00 


250 00 



Janitor, Harry Vansant, $725, 425 Vanhook Street. 



C. K. EVERED SCHOOL— BOYS' PRIMARY. 



Principal 


4tli 


Mary E. Young, 


$500 00 


$575 00 


First Assistant 


3d 


Mary HilEJker, 


400 00 


440 00 


Second " 


2d 


Jennie A. Whitney, 


375 00 


415 00 


Third 


1st 


1 Abigail Ritchie. 


350 OO 


S50-O0 


C K. EVERED SCH(X>F.— GIRLS' PR 


IMARY, 




Principal, 


4th 


Jennie H, James. 


$500 00 


$550 00 


First Assistatnt, 


3d 


; Sarah E. Boooks. J 


370 00 


450 00 


Second " 


ai 


i Anna L. Jones, i 


350 00 


430 00 


Third 


Ist 


t Helem Condie, i 


320 00 


320 00 



JaaifoK, TlioBMts R, Wood, fSOO, 1705 Broadway. 



SCHOOI.S AND TEACHERS, 



MANUAL TRAINING AND HIGH SCHOOL, 
123, 125 Federal street 
Clara L. Mulliner, 432 Pearl street. 
Helen M. Bleakly, 316 State street. 
Elizabeth M. Schuyler, 102 North Sixth street 
Myrtie E. Nye, 441 Royden street 
Clara S. Burro'ugh, 605 North Second street. 
Lucy Dean Wilson, 1238 South Carlisle street 
John Brown, 802 Broadway. 

HORATIO DRAPER. 
Principal, and City Supervisor, 
125 Federal street. 

COOPER GRAMMAR SCHOOL— Boys and Girls. Third street, 
above Linden street. 

U. S. GRANT MIXED GRAMMA R SCHOOL— Friends avenue, 
above Linden street. 

GEORGE GENGE PRIMARY SCHOOLS— Boys and Girls, South- 
west corner Sixth and Market streets, 

NORTH-EAST GRAMMAR SCHOOL— Southwest corner Seventh 
and Vine streets. 

JOHN S. REED PRIMARY SCHOOI^-Northeast corner Fifth and 
York streets. 

LINDEN PRIMARY SCHOOLS— Tenth and Linden streets. 

E. A. STEVENS GRAMMAR SCHOOLS— Boys and Girls. Fourth 
and Washington streets. 

BROADWAY PRIMARY SCHOOLS— Boys and Girls. Broadway 
and Clinton streets. 

CENTRAL PRIMARY SCHOOLS— Boys and Girls. Fourth and 
Clinton streets. 

LIBERTY GRAMMAR SCHOOL— Boys. Spruce, below Eighth. 

JESSE W. STARR GRAMMAR SCHOOL— Girls. Pine, above 
ughth. , ; 



48 

LINCOLN SCHOOLS — Boys and Girls. Kaighn avenue, above 
Twelfth street. 

CHILDREN'S HOJXIE — Mixed. Haddon avenue and Spruce street. 

RICHARD FETTERS GRAMMAR SCHOOL— Boys. Southwest 
corner Third and Wahiut streets. 

ISAAC S. ?kIULFORD GRAMMAR SCHOOL— Giris. Northeast 
corner Third and Walnut streets. 

KAIGHN PRIMARY SCHOOLS— Boys. Newton avenue and Chest- 
nut street. 

C. A. BERGEN SCHOOLS— Girls. Mt. Vernon street, below Fifth 
street. 

J. W. MICKLE GRAMMAR SCHOOL— Mixed. Fillmore, below 
Vanhook street. 

C. K. EVERED SCHOOL— Boys' and Girls' Primary. Ferry avenue 
and Eighth street. 

MOUNT VERNON SCHOOL— Mount Vernon, above Broadway. 
District north of Little Newton Creek. 

CHARLES SUMNER SCHOOL— Corner Ferry avenue and Philip 
street. 

WEST JERSEY ORPHANAGE— Corner Sixth and Mechanic streets. 

NAMES AND RESIDENCES. 
CARRIE C. SHIVERS, 421 South Fifth street. 
Anna Black, Merchantville. 
Tirzah A. Strang, 321 Broadway. 
Lida J. Smitli, 300 Mickle street. 
Idella Maskeli, 509 South Fifth street. 
Mary E. Carll, 425 Linden street. 
Ella M. Shults, 596 Benson street. 
Myitis C. Bailey, in Penn street. 
R. R. McKeever, 512 North Seventh street. 

CLARA R. TITUS. 200 State street. 

Sidney L. Anderson, 1745 N. Nineteenth street, Philadelphia. 

Clara A. Bamber, 805 Federal street. 

Laura M. Fithian, 527 North Third street 

Clara M. Shivers. 116 North Sixth, street. 

Fannie M. Sanderson, 221 Linden street. 

Lillie E. Simmons, 526 North Third street. 

Camilla A. Purdy, 328 Elm street. 

HELEN A. WESTCOTT, 315 Pearl street. 
Carrie B. Stewart, 4 Hudson street. 
Anna R. Miller, 334 Benson street. 
Bessie K. Middleton^ 423 Market street. 



49 

Bertha C. Moore, 416 Pearl street. 
Anna Mulliner, 432 Pearl street. 
A. Edith Rogers, 200 Cooper street. 
Mary L. Ireland, 330 Cooper street. 

MARY A. BURROUGH, 544 Penn street. 
Helen Jeffers, 516 Elm street. 
Emma V. Yeager. 533 Elm street. 
Anna Holland, 611 North Fourth street. 
Grace Titus, 200 State street. 
Bella R. Covert, 635 North Fifth street. 
Eva S. Burrough, 28 Hudson street. 
Lelia R. Dukes, 518 North Fifth street. 

MINNIE C. STACKHOUSE. Penn and Front streets. 

Bertha A. Middleton, 422 Benson street. 

Nellie E. Brown, 572 Benson street. 

Jane S. Devinney, 552 Benson street. 
M. JENNIE WOOD, 3814 Fairmount avenue, Pniladelphia. 

Cora B. Locke, 2343 Gratz street, Philadelphia. 

Alice Cramer, 107 North Eighth street. 

Jennie P. Middleton, 422 Benson street. 

Josie N. West, 567 Stevens street. 

Bessie D. Snyder, 637 North Eighth street. 

SALLIE T. BROWN, 1537 North Eighteenth street, Philadelphia. 
Helen Bamber, 805 Federal street. 
Mabel White, 416 Linden street. 
Belle Forbes, 564 Benson street. 
Ada C. Davis, 531 South Fifth street. 
Ella S. Macdonald, 510 Greene street, Philadelphia. 

ANNA JOHNTRA, 736 Market street. 

Alice S. Heisler, 510 North Fourth street. 
Jennie K. Reier, 13 Market street. 
Anna Smith, 522 North Second street. 
Ada M. Wentzell, 547 York street. 
Sadie Larzalere, 301 North Third street. 

EMILIE ROETTGER, 456 Berkley street. 
Frances Messier, 532 Federal street. 
Mary A. Hofer, 734 Market street. 

Lizzie C. Gordon, 2919 Westfield avenue, Dudley, N. J, 
Lidie Kimble, 523 North Fifth street. 
Mary T. Redman, Haddonfield, N. J. 



50 

May Dudley. 307 Broadway. 

Hortense Cramer. 107 North Eighth street. 

S. Alinda Wentzell. 547 York street. 

Gertrude G. HolHnshed. 416 North Fourth street. 

lERlHA F. SNOW, 416 Pearl street. 

Helen E. Mulliner, 432 Pearl street. 
Jessie G. Weatherby. 404 Pearl street. 
Fannie C. Shaw. 524 Pearl street. 

LILLIAN Z. CRAMER, 107 North Eighth street. 
Mary E. Ridgway, 439 Pine street. 
Lizzie E. Cox, 640 Clinton street. 
Marion Patton, 325 Cooper street. 
Lillian M. Thompson, 218 Mt. Vernon street. 
Florence P. Meley, 205 Broadway. 
Elizabeth W. Carll. 507 North Fourth street. 
Clara M. Haines, 319 Broadway. 
Mary Pidgon, 115 North Ninth street. 

FLORENCE HUGHES. 268 Chestnut street. 

Hannah C. Dungan. 109 North Fifth street. 

Minnie B. Johnson, 417 Clinton street. 

Laura A. Pike, 430 Berkley street. 

Bessie Laverty, 721 Elm street. 

Lillian N. Applin, S. W. Cor. Fourth and Main streets. 

Lillie Y. Clopper, 408 Pearl street. 

ARABELLA STRANG. 321 Broadway. 
Emma L. Holl, 539 Berkley street. 
Julia E. Kemble. 1022 Line street. 
Lydia E. Bennett. 574 Benson street. 
Minnie M. Hyers, 800 Broadway. 
Emma P. Stavers, Moorestown, N. J. 
Katie Johnson, 415 Washington street. 
Mary D. Ashton, 437 Broadway. 
Generva K. Lewis, 410 South Sixth street. 
Ella M. Kemp. 421 South Sixth street. 
Frances B. Hiers, 421 North Sixth street. 
Laura E. Toone, 554 Benson street. 
Agnes C. McLaughlin, 589 Pine street. 

MARGARET T. MAGEE, 422 Linden street. 
Josephine Britton, 610 Benson street. 
Sallie D. Strong, 310 State street. 



51 

Nellie D. Roberts, 401 Broadway. 
Alfarata B. Sharp, 444 South Sixth street. 
Martha C. Ambruster, 303 Benson street. 
Celia E. Roth, 759 Walnut street. 
Lizzie H. Lummis, 520 Mickle street. 
Daisy Johntra, 736 Market street. 
Flora M. Hall, 603 State street. 
Anna M. Pinyard, 536 Federal street. 
Elsie Martin, 409 Friends avenue. 

ANITA A. WRIGHT, Audubon, N. J. 

Belle Mayberry, 302 Cooper street. 
Gertrude Bowyer, 231 Market street. 
Dorothy Morris, 2614 Federal street. 
.\lice R. Williams, 1755 South Sixth street- 
Bertha M. Lee, 320 Arch street. 

LIZZIE ANDERSON, 418 North Sixth street. 
Carrie C. Messier, 422 Pearl street. 
Mary M. Watson, 624 Mt. Vernon street. 
L. May Williams, 520 Stevens street. 
Mena M. Heileman, 412 North Second street. 
Beulah Hollinshed, 420 Chambers avenue. 

LIZZIE R. SALMOND, 442 Broadway. 
Sarah E. White, 510 Williams street. 

Adah M. Banford, 105 Euclid avenue, Haddonfield, N. J. 
Mamie Lee, 1522 Firth street, Philadelphia. 
Mamie M. Johnson, 415 Washington street. 
Frances Elvin, 414 Benson street. 

KATIE FRANCIS, 508 Berkley street. 
Hattie Lewis, 321 Benson street. • 
Maude Hyer, 105 Euclid avenue, Haddonfield, N. J. 
Ella F. Elfreth, 312 Pine street. 
Viola Blaisdell, 410 Carteret street. 
Mary V. Yerkes, 1038 South Fourth street. 

MARY L. MILLER, 334 Benson street. 
Anna Ward, 706 Cherry street. 
Josie R. Klages, 569 Carman street. 
Elizabeth Jones, 924 South Sixth street. 
Sarah E. Mulliner, 432 Pearl street. 
Gertrude C. Hall, 603 State street. 



52 



KATE F. DINAN, 502 Line street. 

Olive T. Crowell, 727 Walnut street. 
Mary S. Hartung, 1045 South Fifth street. 
Nellie B. Buchanan, Palmyra, N. J. 
Margaret I. Mann, 27 Kaighn avenue. 
Annie W. Tourtelot, 714 Market street. 
Anna D. Burkhardt, 455 Liberty street. 

LILLIE T. OSLER, 840 Broadway. 
Anna E. Quint, 442 Line street. 
Hallie La Pierre, 578 Benson street. 
Ida M. Bunting, 1644 Broadway. 
Emma Potter, 401 Chambers avenue. 
Joanna Roberts, 401 Broadway. 
Nellie V. Baldwin, 215 Friends avenue. 
Bessie M. Black, Merchantville, N. J. 
Florence E. C. Wilson, 508 Walnut street. 
Emma Y. Hall, 333 Chestnut street. 

ANNA FARRELL, 405 Penn street. 

Margaret A. Millar, 427 Penn street. 
Mary E. Horneff, 273 Mt. Vernon street. 
Mary Davis, 300 South Fifth street. 
May L. Shivers, 590 Benson street. 
Lucy S. Carney, 514 West street. 
Orie E. Cox, 309 Mt. Vernon street. 
Mary C. Hall, 333 Chestnut street. 
Harriette E. Taylor, Woodlynne. 

EDITH G. HEANEY, 422 Royden street. 

Ella R. Hoeflich, 553 Washington street. 
Georgie Scott, Audubon, N. J. 
Jennie Carll, 507 North Fourth street. 
Annie L. Morton, 413 Chambers avenue. 
Mary Walsh, 536 South Second street. 

LIZZIE A. CASSADY, 417 Linden street. 

Rebecca H. Horner. Cramer Hill, N. J. 
Susie A. Evered, Collingswood, N. J. 
Nellie G. Collins, 451 Kaighn avenue. 
Irnia F. Braddock, 526 South Fifth street. 
Elizabeth A. Sharp, 726 Cooper street. 

CLARA E. McCULLY, 208 Benson street. 
Sallie Fr' ncis, 324 Kaighn avenue. 



o3 

Bertlia M. Tayl-or, 438 Wahuit street. 
Lulu R. Tanner, 568 Walnut street, 
Hattie Travis, Cramer Hill. N. J. 
Bertha R. Cattell, 433 Liberty street, 

EMMA M. CATTELL. 433 Liberty street. 
Laura J. Harrop, 840 Broadway. 
Mary C. Cotner, 625 Line street. 
Mary E. Davis, 1019 South Second street, 
Emily H. Collins, 451 Kaighn avenue. 

LIZZIE WEST, 564 Mickle street. 

Lora F. Ireland, 330 Cooper street. 
Alice C. Wentz, 615 Broadway. 
Mary N. Chambers, 308 Liberty street, 
Jennie A. Davis, 1704 Broadway. 
Eva Halliwell, 123 Linden street. 
Maria Hablistbn, 311 South Third street, 
Sarah H. Mines, 296 Mt. Vernon street, 
Emma P. Iszard, Collingswood, N. J. 
Amy M. Gaubert, 618 Federal street. 
Maud E. Johnson, 548 Pine street. 
Jennie J. Webb. 508 Spruce street. 
Lidie Ritchie, 324 Mt. Vernon street. 
Josephine Lewallen, 943 St. John street 

MARY E. YOUNG. 539 Washington street. 
Mary A. Hilliker, 307 Broadway, 
Jennie A. Whitney, 516 Vine street, 
Abigail Ritchie, 324 Mt. Vernon street. 

JENNIE H. JAMES, 934 South Fourth street. 
Sarah E. Brooks, Elmer, N. J. 
Anna L. Jones, 611 South Fifth street, 
Helen Condie, 717 Central avenue. 

HENRY BOYER, 1246 South Fourth street. 
Agnes Riley, 759 Pine street. 
Laura E. Sadler, 769 Chestnut street. 
Annie O. Robinson, 1402 Broadway. 
Helen Brooks, 926 Lombard street. Philadelphia. Pa. 
Helen Monroe, 321 1/4 Division street. 
Annie Dennis. 1127 South Eighth street. 
Rebecca A. Walton, 1015 South Seventeenth street. Philadelphia. 



54 



Jennie B. Shepard, 719 Kaighn avenue. 
Lucy E. Gibbs, 1729 Railroad avenue. 
Margaret M. Sweeney, 612 Chestnut street. 
Dora Williams, 774 Kaighn avenue. 
Genevieve Nelson, 609 Kaighn avenue. 

KATIE V. PATTERSON, 751 Cherry street. 

Priscilla Herbert, 1246 South Fourth street. 

Cordelia C. Webb, 125 North Fourtn street. 

Elizabeth F. Morris, 439 West street. 

Elizabeth A. Dodson, East Camden. 

Alice Smith, 1410 South Eighth street. 

Rhoda L. Patterson, 751 Cherry street. 

Mary W. Robinson, 1402 Broadway. 
I Malachi D. Cornish, 739 Kaighn avenue. 

Total number of teachers in the city, 244. 



55 

JANITORS. 

Annual Salary. 

1. Manual Training and High School, 

Frank B. Vache, 310 Benson street $650 00 

2. Cooper School — Geo. A. Moore, 516 N. Third St 80000 

3. Grant School — Jacob Gnang, 217 Market St 600 00 

4. Read School — Daniel V. Shenieley, 504 N. Eighth St 600 00 

5. Genge School — Powell Steele. 514 Erie St 700 tDO 

6. Linden School — Thos. H. Knight, 2>2'7 N. Ninth St 700 00 

7. North East School — Henry B. Cheeseman, 225 Vine St 700 00 

8. E. A. Stevens School — Chas. C. Branning, 611 Clinton St 800 00 

9. Central School — Chas. Brown, 424 Berkley St 700 <X) 

10. Broadway School — Wm. H. Macferren, 526 William St 800 o-o 

11. Fetters School — Winfield Nossardy. 280 Sycamore St 625 00 

12. I. S. Mulford School — Jesse C. Chew, 1412 S. Third St 625 00 

13. Kaighn School — ^John S. Campbell. 414 Sycamore St 675 00 

14. C. A. Bergen School — Frederick Bittner, loii S. Fifth St 700 00 

15. Liberty School — Isaac J. Potter, 775 Spruce St 700 00 

16. Starr School — Jesse Penn, loii S. Eighth St 70000 

17. Mickle School^Harry Vansant, 425 Vanhook St 725 00 

18. Evered School — Thos. B. Wood. 1705 Broadway 600 00 

19. Lincoln School — Wm. Uber, 1285 Mechanic St 700 00 

20. Mt. Vernon School — Walter W. Wilson, 1212 S. Eighth St... 700 00 

21. Sumner School — Wm. Munson, Ninth, near Central Ave.... 623 uo 



TEACHERS' vSALARlES, 



ASSISTANTS, BOYS' SCHOOLS. 
Mimmunr 



Salary of 
Position. 

(iirst Grade.. |3i0> 

Second 

Third 

Fourth 
Fifth 

Sixth 
SeVentli 



875 V 

400 J 

450 > 
475; 

625 \ 
625/ 



Maximnros 

Salary of 

Position. 

Increased $20.00 per arrnuin ?480' 

for foBT yearn. 455 



Increased $12.50 per annum 
for four years. 

Increased $12.50 per annum 
for two years. 



First Grade. 
Second *' . 
Third " . 

Fourth " . 
Fifth " . 



ASSISTANTS, GIKLS' SCHOOLS. 
$320 



Sixth " 
Seventh " 



^320) 
350 [ 
370) 



425 ■» 
450/ 



500 

600 



Increased $20.00 per annum 
for four years. 

Increased $12.50 per annum 
for fouf years. 

Increased $12.60 per annum 
for two years. 



50O 
525 

550' 
650 



$400 
430 
450 

475 

500 

525 

625 



PRINCIPALS. 

Primary Principals, 4 Divisions, Girls, $500; $25 annual increase until 
maximum, |550 is reached. 

Primary Principals, 4 Divisions, Boys, $500 ; $25 annual increase until 
maximum, $575, is reached. 

Primary Principals, 5 Divisions, Boys, $600 ; $25 annual increase until 
maximum, $725, is reached. 

Primary Principals, 6 Divisions, Boys, $675 ; $25 annual increase until 
maximum, $750, is reached. 

Grammar School, $750; $50 annual increase until maximum, $1000 is 
reached. 

Provided that nothing in this schedule shall affect the salaries of present 
incumbents in the above mentioned positions. 

Auxiliaries, $250 per annum. 

Henry Boyer, Principal Mt. Vernon School, $1200 per annum. 

Assistant Supervising Principals, $1400 per annum. 

July, 1898. 



LIST OF SCHOOLS. 



Number of Teachers. 

Manual Training and High, 123 and 125 Federal street 8 

Cooper Grammar, Boys, Third street, above Linden g 

Cooper Grammar, Girls, Third street, above Linden S 

U. S. Grant Grammar, Mixed, Friends Ave., above Linden 8 

Read Primary, Boys, Fifth and York streets 4 

Read Primary, Girls, Fifth and York streets 4 

North East Grammar, Girls, Seventh and Vine streets 8 

North East Primary, Boys, Seventh and Vine streets 4 

Linden, Boys, Tenth and Linden streets 6 

Linden, Girls, Tenth and Linden streets 6 

Genge, Boys, Sixth and Market streets 6 

Genge, Girls, Sixth and Market streets 6 

E. A. Stevens Grammar, Boys, Fourth and Washington Sts 9 

E. A. Stevens Grammer, Girls, Fourth and Washington Sts 8 

Central, Boys, Fourth and Clinton streets 6 

Central, Girls, Fourth and Clinton streets 6 

Broadway, Boys, Broadway and Clinton streets 6 

Broadway, Girls, Broadway and Clinton streets 6 

Liberty Grammar, Boys, Seventh and Spruce streets 13 

Starr Grammar, Girls, Eighth and Pine streets 12 

Lincoln, Boys, Twelfth and Kaighn avenue 6 

Lincoln, Girls, Twelfth and Kaighn avenue 6 

Children's Home, Mixed Primary, Haddon avenue and Spruce .... 1 

Fetters Grammar, Boys, S. W. Cor. Third and Walniit streets 10 

Mulford Grammar, Girls, N. E. Cor. Third and Walnut streets g 

Bergen, Girls, (Sec. A.), Mt. Vernon, below Fifth street 6 

Bergen, Girls (Sec. B.), Mt. Vernon, below Fifth street 6 

Kaighn, Boys (Sec. A.), Fifth and Chestnut streets 6 

Kaighn, Boys (Sec. B.), Fifth and Chestnut streets 5 

Mickle Grammar, Mixed, Fillmore, below Vanhook street 14 

Evered Primary, Boys, Eighth and Ferry avenue 4 

Evered Primary, Girls, Eighth and Ferry avenue 4 

Mount Vernon Grammar, Mixed, Mt. Vernon street, above Broad- 
way 13 

Sumner, Mixed, Ferry avenue and Philip street 7 

West Jersey Orphanage, Primary Mixed, Sixth and Mechanic Sts.. i 
Assistant City Supervising Principals 3 

Total number of teachers in the city 244 



TABLE OF GRADES 
IN THE SCHOOLS, EACH DIVISION PRESENTING A (^RADE. 



Cooper Grammar, Boys 

Cooper Grammar, Girls 

Grant Grammar, Mixed 

North-East Grammar, Girls 

E. A. Stevens Grammar, Boys... 
E. A. Stevens Grammar, Girls.. 

Liberty Grammar, Boys 

Starr Grammar, Girls 

Fetters Grammar, Boys 

Mnlford Grammar, Girls 

Mickle Grammar, Mixed 

Mt. Vernon Grammar, Mixed... 

Linden Primary, Boys 

Linden Primary, Girls 

Genge Primary, Boys 

Geuge Primary, Girls 

Central Primary, Boys 

Central Primary, Girls 

Broadway Primary, Boys 

Broadway Primary, Girls 

Bergen Primary, Girls (A), 

Bergen Primary, Girls (B) 

Lincoln Primary, Boys 

Lincoln Primary, Girls 

Kaighn Primary, Boys (A) 

Sumner Primary, Mixed 

Kaighn Primary, Boys (B) 

North- East Primary, Boys 

Read Primary, Boys 

Read Primary, Girls 

Evered Primary, Boys 

Evered Primary, Girls 

Children's Home, Mixed 

West Jersey Orphanage, Mixed 

Total 



8 
8 
8 
12 
12 
9 
9 
13 
12 
6 
6 
6 
6 
6 
6 
6 
6 
6 
6 
6 
6 
6 
7 
5 
4 
4 
4 
4 
4 
1 
1 



O 



O 



o 



o 



fo 



227 41 I 36 36 36 28 26 12 12 



GRAMMAR. 



o 



o 



^ 



o 



w 



The above table shows that it requires 215 divisions of lower Grades 
to maintain 12 divisions of the 8th Grade, or highest Grammar Grade. 
Pupils of a year's standing in the 8th Grade of the several Grammar 



59 

Schools, having satisfactorily completed the studies of that grade, are 
eligible to attend the competitive examination for entrance into the Man- 
ual Training and High School, admission into which requires a general 
average of not less than 65, and special credits of not less than 60 each 
in Mathematics and Language. 

In the Manual Training and High School four full grades are main- 
tained: 9th, loth, nth, I2th. 

Number of teachers in the City Schools, 235. 

Number of teachers in the Manual Training and High Schools, S. 

Total number of teachers in the city, 244. 

Total number of janitors in the city, 21. 

Total number of S<?liools in the city, 33. 



Rules and Regulations of the Commission of 
Public Instruction. 



ORGANIZATION AND MEETING. 

1. This Commission shall be known as the Commission of Pub- 
lie Instruction, of the City of Camden, and shall consist of eight 
members, who shall be appointed by the Mayor of the said city 
for a term of two years. In consequence of their first appointment 
they shall be divided into two classes; those of the first class shall 
vacate their office at the expiration of the first year, those of the 
second class at the expiration of the second year, so that one-half 
of the above members shall be appointed each year in such man- 
ner as prescribed by a law enacted February 23d, 1892, in accord- 
ance with an act passed by the Legislature constituting this Com- 
mission. The Mayor of the aoove-named city shall ex-officio 
be a member of said Commission, as stated in said act. 

2. The members of this Commission shall meet for the puipose 
of organization on the third Monday in April in each year, at 10 
A.M., at their usual place of meeting. 

3. The President of the retiring Commission, or in his absence 
a President pro tem., shall call the Commission to order. 

4. The Secretary of the retiring Commission, or in his absence 
a Secretary pro tem., shall call the roll and record the names of 
those present, first of those holding over, and then of the newly- 
elected members, who shall be qualified by taking the oath of 
office, and taking their seats. 

5. On ascertaining that a majority of the Commission is pres- 
ent and qualified, they shall proceed at once to elect a President; 



62 

afso at the appointed time a Secretary, Treasurer, Librariain, City 
Superintendent and Truant Officer, in accordance with an act ap- 
proved. (Revised Statutes.) 

6. Should the Commission fail to complete its org'anization at 
the first meeting, said election shall be in order at the next regu- 
lar, special or adjourned meeting convened thereafter; and until 
the President, Secretary and Treasurer are elected, no other busi- 
ness, except to adjourn, shall be in order. 

7. The stated meetings of this Commission shall be on the last 
Monday in each month. The hour of meeting shall be at eight 
o'clock P.M. 

8. The President shall call a special meeting whenever request- 
ed by five members of the Commission. The nature of the busi- 
ness to be acted upon shall be set forth in the call, and no other 
business shall be transacted. 

9. Five members shall constitute a quorum for the transaction 
of all business. Any number less than five may meet and adjourn 
from time to time until a quorum is convened, and a record of 
such meeting shall be entered on the minutes. After the call of 
the roll no member shall retire from any session of this Commis- 
sion without permission from the chair. 

TERMS OF OFFICE. 

The President shall be elected for one year. 
The Secretary shall be elected for one year. 
The Treasurer shall be elected for one year. 
The City Sup*t shall be elected for one year. 
The Solicitor shall be elected for one year. 
The Auditor shall be elected for one year. 
The Librarian shall be elected for one year. 
The Truant officer shall be elected for one year. 



63 

DUTIES OF THE OFFICERS OF THE BOARD. 

1. The President, or in his absence the President pro tern., shall 
preside at the meetings of the Commission. He shall preserve 
order and shall decide all questions, subject to appeal to the Com- 
mission. He may express his opinion on any subject under de- 
bate, but in such case he shall leave the chair and shall not resume 
it while the same question is pending, bvit he may state facts, give 
his opinion on questions of order and his reason for any decision 
without leaving the chair. The President shall sign all drafts 
upon the Treasurer, appoint all standing committees and com- 
mittees not otherwise provided for, but shall not be chairman of 
any standing committee. 

2. The Secretary shall have charge of all records and keep such 
a set of accounts as adopted by the Commission, and he shall 
transfer them to his successor in office. He shall cause proper 
notice to be given to each member of every meeting of the Com- 
mission to be held. 

He shall attend every meeting, call the roll and note those pres- 
ent, and he shall keep correct minutes of the transactions of the 
Commission. He shall notify the chairman of every special com- 
mittee appointed, stating the duties assigned and the names of 
the members associated with him. 

He shall act as secretary of all standing committees and shall 
keep a record of the transactions of such committees. 

He shall have full charge of the supplies of the Commission, 
keep account of and disburse the same, on requisition, to the 
proper persons, and he shall make such reports to the Supply 
Committee as they may require. 

He shall draw and countersign all drafts upon the Treasurer 
and perform such other duties as may be required of him by law 
or by the Commission, and he shall receive for his services such 
compensation as the Commission may direct. 



64 

His headquarters and office shall be at the Broadway School 
House, and the same shall be open from 9 A.M. to 3 P.M. each 
week day except Saturday, unless otherwise directed by the Com- 
mission. Previously to entering upon his duties he shall give a 
satisfactory bond for $5000 for the faithful performance of his 
duties. 

3. The Treasurer shall keep a full account of all moneys re- 
ceived and the manner in which the same shall have been ex- 
pended. He shall deposit all moneys accruing to the Commis- 
sion in the name of the Commissioners of Public Instruction, in 
a bank or banks located in the city of Camden, said moneys to be 
drawn by the President and Treasurer jointly. He shall also have 
charge of all official papers, except his own bond, and shall trans- 
fer them to his successor in office. He shall make a report at 
every stated meeting of the amount of moneys received and the 
amount expended, under the dififerent heads of receipts and ex- 
penditures and of the balance on hand. 

Previously to entering upon his duties he shall give a satisfac- 
tory bond (the amount of which shall be fixed by the Commis- 
sion) for the faithful performance of said duties in the disbursing 
and safe-keeping of the funds, which bond shall be placed in the 
hands of the President. His compensation shall be such as the 
Commission may direct. 

4. City Superintendent. — It shall be his duty, in connection 
with the Principal of the Manual Training and High School, to 
supervise the grading of the schools, the order of exercises, and 
the course of studies to be pursued in each grade, prior to the 
opening of the schools in each year, subject to the direction of the 
Commission. 

5. It shall be his duty to visit the schools as frequently as is 
necessary, to take care that all special, stated or annual exam- 



65 

inations shall be duly made, to see all regulations of the Commis- 
sion in relation to schools duly carried into effect, to report to 
the Commission from time to time the condition of the schools, 
with suggestions for their improvement as observation and ex- 
perience may direct, and to perform such services arising there- 
from as the Commission may require. 

6. It shall also be his duty to keep accurate statistics of the 
schools in a suitable book provided for that purpose, to prepare 
from time to time, as may be necessary, a schedule containing a 
list of the various schools under the control of the Commission, • 
the names of the Principals and other teachers, with a statement 
of the yearly salary of each and the grade of certificate that each 
holds, and to prepare the annual report required by law. 

7. It shall also be his duty to receive and examine all monthly 
and annual reports required by resolution of the Commission 
from each Principal concerning the schools under his or her 
charge, to inform the Commission of all necessary particulars 
contained in said reports as the Commission may direct. 

8. Whenever any teacher shall prove insubordinate, he may 
suspend said teacher and report suspension at the next stated 
meeting. 

9. It shall be his duty to notify the Principals of the passage 
of any resolution affecting their respective schools. All matters 
of dispute as to the construction of any rule for the government 
of the schools shall be decided by the Superintendent and by him 
reported to the Commission at its next meeting, and unless re- 
versed shall be considered law. For these services he shall re- 
ceive such compensation as the Commission may direct. He 
shall be present at all the meetings of the Committee on Teachers 
and that of the Manual Training and High and Normal School. 

10. The Superintendent, Treasurer and the Principal of the 



()6 

High vSchool shall be allowed the privilege of speaking in the 
meetings of the Commission upon all matters pertaining to the 
duties of their respective offices. 

11. The Solicitor of the Commission shall be the City Counsel, 
as named in the act constituting this Commission. He shall fur- 
nish advice to the chairman of all committees when asked, and 
defend and prosecute all cases that the Commission may direct, 
and for these services he shall receive such compensation as the 
Commission may direct. 

12. Auditor. — It shall be his duty to audit all bills presented 
and no bill shall l)e passed upon by the Commission until it shall 
have been properly signed by said officer. He shall be elected in 
the same manner and form as the other officers. His salary shall 
be such as the Commission shall determine. 

13. The Librarian, elected in the same manner and form as 
other officers, shall be present at such hours and perform such 
duties as may be required by the Library Committee, and shall 
receive such compensation as the Commission may determine. 

14. No member of the Board shall have power to order any 
work or supplies furnished, except upon an order from the re- 
spective committees. 

STANDING COMMITTEES. 
The following Standing Committees shall be appointed an- 
nually in April: 

1. Committee on Finance. 

2. Committee on Teachers. 

3. Committee on Manual Training, 
High and Normal Schools. 

4. Committee on Property and Fire Insurance. 

5. Committee on Accounts. 

6. Committee on Printing. 



67 

7- Committee on Books. 

8. Committee on Supplies. 

9. Committee on Library. 

Each of the Standing Committee shall consist of three mem- 
bers. 

DUTIES OF THE STANDING COMMITTEES. 

1. The Committee on Finance shall inquire into and report on 
the sufficiency of the Treasurer's Bond, and in connection with 
that office shall prepare and report from time to time estimates of 
the amount required to meet the wants of the schools. They 
shall at all times have access to the Treasurer's accounts, and just 
before the end of the year for which he shall have been elected, 
shall report to the Commission a full statement of his accounts 
up to the latest moment. They shall also report at the stated 
meeting in June the estimated amount of tax to be raised for the 
ensuing year. 

2. The Committee on Teachers, in connection with the City 
Superintendent and Principal of the Manual Training and High 
School, shall hold examinations, as the Commission may direct, 
of such persons as may desire to procure certificates of qualifica- 
tion to teach in the public schools, and to award certificates to 
such persons as, upon examination, shall be found qualified, which 
certificates shall be of the first or second class. When teachers 
are required, it shall be the duty of the Committee on Teachers, 
in connection with the City Supervisor, to recommend to the Com- 
mission such candidates as are, in their judgment, under the rules, 
best qualified for the positions to be filled. And it shall be the 
duty of each of said committee to visit the schools at least once 
a year. 

3. The Committee on Manual Training and High School shall 
have full control over this branch of education. They shall see 



68 

that the proper courses of study are pursued, and adequate books, 
apparatus, etc., are suppHed. They shall receive from the Prin- 
cipal a monthly report of the condition of the school, and from 
time to time such recommendation for the welfare of this branch 
of education as the Principal may suggest for consideration. 

4. Committee on Property. — It shall be their duty to have gen- 
eral care of the real estate of the Commission, to see that all the 
papers in relation to it are properly prepared and recorded. They 
shall contract for, according to law, all the necessary furniture, 
heaters, stoves, and other fixtures for the use of the schools, and 
shall take care that the same shall always be in good serviceable 
condition. They shall visit and examine all the school houses 
before the regular meeting in May in each year, to ascertain and 
report the condition and the wants of each for the following year, 
and^they shall, whenever required by the chairman of any school, 
promptly visit and examine the school designated and report 
thereon to the Commission. They may also authorize such inci- 
dental repairs to any school house as in their judgment may be 
required to any amount not exceeding one hundred dollars. And 
all repairs, or work, or supplies exceeding twenty-five dollars to 
be advertised for, and the contract awarded to the lowest and most 
responsible bidder. And no work of any description shall be 
done upon the schools unless reported to the Committee, and 
upon their order. 

It shall also be their duty to keep an accurate account of all 
insurance eflfected in behalf of the Commission, and advise the 
Commissioners from time to time of all changes necessary to be 
made. 

5. The Committee on Supplies. — It shall be their duty to fur- 
nish the schools with all the necessary articles and appliances, 
such as books, stationery, maps, globes, fuel, etc., and to sign all 



'69 

b'ills for tlie piirc'hase of said articles, before they shall be audited. 
They shall annually, in the month of June, make out for reference 
a list of all boolcs authorized to be used in the schools, advertise ac- 
•cording to law, for proposals for furnishing the necessary fuel, 
l^ooks, stationerv and other articles for the ensuing year. Said 
proposals shall be opened by the cliairman in the presence of the 
■committee. At a subsequent meeting of the Commissioners the 
contract shall be awarded to the lowest responsible bidder. See 
special directions in Supply Lists. 

6. The Cormnittee on Accounts. — It sliall be tlieir duty to ex- 
amine all accounts referred to them, and to report thereon, to re- 
ceive and examine all bills presented for payment, and if they be 
correct, sign them in testimotiy thereof, but no bill or account 
shall be thus signed which shall not have been endorsed by a 
majority of the Committee under whose supervision the expense 
was incurred, or by whose order the work was done or the sup- 
plies furnished, and no bill or account in excess of one hundred 
dollars shall be paid, except for salaries, interest, or in fulfillment 
of special contract. 

7. The Committee on Printing. — It shall be their duty to con- 
tract for, according to law, and superintend the printing of the 
reports, documents and blank forms, which may be especiallv 
ordered by the Commission, or may be required in the transac- 
tion of the current business of the schools. 

8. The Committee on Books.— It shall be their duty to re- 
commend from time to time such text books, maps, globes and 
other apparatus as may be best adapted to the wants of the differ- 
ent schools. They may. whenever they think it advisable, prior 
to the recommendation of a book, require the publisher to fur- 
nish every member of the Commission with a copy for examina- 
tion, but no vote shall be taken upon such recommendation until 
one month shall have elapsed, and no new text books intended 



70 

to supersede any already in use shall be introduced except at the 
commencement of the school year. 

9. Committee on Library. — They shall have sole charge o( 
the library and the purchasing of books for same, subject to the 
approval of the Commission, and shall make a semi-annuai report 
to the Commission, or as often as they may desire. 

EVENING SCHOOLS. 

1. Evening Schools may be maintained during such portions 
of the year as the Commissioners may direct, for instruction of 
those who may be unable to attend school during the day. 

2. Admission into these schools shall be controlled by the Prin- 
cipal of the school. 

3. Such of the studies prescribed for the day schools shall be 
taught in the evening schools as the Committee on Teachers, the 
City Superintendent and the Principal of the High School may 
judge most expedient. 

4. During their continuance these schools shall be open four 
evenings in each week, from Monday to Thursday inclusive, and 
at least two hours' instruction shall be given each evening. 

ADMISSION OF PUPILS, 

Application for admission into the school must be made by pa- 
rent or guardian in person to the Principal in charge. No one 
shall be admitted under five or over eighteen years, and applicants 
shall be admitted into the school nearest to their homes. They 
shall be admitted in the order of the registered applications. Pupils 
awaiting admission may be transferred from one school to another 
at the discretion of the City Superintendent or City Supervisor. 

Regular promotion in all the schools shall be made in the last 
week of June. 



SCHOLARS. 

5. 11 any booTs: be lost or injured by any scholar, it must be le- 
placed or paid for by the parent or guardian of such scholar. If 
not replaced or paid for by the parent or guardian within three 
days after having been notified of the loss or injury, the seat of 
such scholar shall be declared vacant, and said scholar shall not 
receive permission to return to school until the loss or injury shall 
have been made good. 

2. Good order and propriety of deportment are required from 
pupils, not only Giiring school hours, but in coming to and going 
from school. They shall not appear in or about the school prem- 
ises earlier than fifteen minutes before the time for opening the 
school, and at the close of each session they shall immediately go 
quietly away from the building, 

3. Late attendance, inattention to studies or unreasonable de- 
ficiency in lessons on the part of pupils, will be noted by the teach- 
ers as a cause for detention after school; the length of detention 
to be regulated by the nature of the offense, and to be subject to 
the approval of the Principal, 

4. Any and every pupil guilty of falsehood, of truancy, of pro- 
fane or indecent language or behavior, of fighting, of throwing 
stones or other dar^gerous missiles, of doing injury to persons or 
property, of wilfully injuring or defiling any part of the school 
building or its furniture, or of continued misconduct of any kind, 
may be suspended from school by the Principal, who shall notify 
the parent or guardian, and refer the case -O the City Supervisor. 

5. A satisfactory reason shall be required when a pupil is ab- 
sent. A note from the parent or guardian stating that the pupil 
was necessarily detained at home shall be satisfactory. 

6. No pupil shall be allowed to leave school before the time of 



72^ 

cfosing tfie daily sessions, except in case of sickness, or at tfie 
request of parent or guardian. 

7. Cleanliness in person and neatness in attire are expected 
from all. A violation of this rule shall cause the pupil to be sent: 
home to have the fault remedied. 

The use of tobacco, in any form, is strictly forbidden, in or about 
the school premises. 

8. No pupil known to be affected with a contagious disease, or 
coming from a family in which a contagious disease exists, shall 
be allowed in school. 

9. The introduction of all books not connected with the studies 
of the school is positively prohibited. 

10. All complaints in relation to the school must be made by 
parents or guardians to the City Supervisor, when the latter will 
act upon them according to the nature of the respective cases. 

Parents or guardians cannot, under any circumstances, be per- 
mitted to interfere with the duties and discipline of the schools by 
a personal altercation with the teacher, and all harsh and improper 
language or conduct on the part of the parent or guardian toward 
a teacher, in the presence of the school, will be deemed sufficient 
cause for the suspension of a pupil. 

11. Scholars on leaving school must return the books in their 
possession belonging to the Commission of Public Instruction. 

DUTIES OF CHAIRMEN OF SCHOOLS. 

It shall be the duty of the chairman of a school to note the con- 
ditions of the buildings under his charge, and to report needed 
repairs, etc., of the same to the Property Committee. 

APPOINTMENT OF JANITORS. 

I. Janitors to take charge of school buildings shall be appoint- 
ed by the Commission, upon the recommendation of the Property 



73 

Committee, and no janitor shall have charge of more than one 
school building. 

2. Upon flagrant or repeated misconduct or violation of trust 
or duty, the Committee on Property may suspend said janitor, 
appoint a substitute, and report said action to the Commission. 

3. They shall receive such salaries as may be fixed by the Com- 
mission; and salaries to be divided into twenty-four equal instal- 
ments, payable semi-monthly. 

DUTIES OF JANITORS. 

I. It shall be the duty of janitors to take proper care of the 
buildings entrusted by the Commission to their charge. They 
shall regulate all the clocks in their schools by the city time, every 
morning; and all teachers shall conform to this standard. 

They shall sweep and dust each room, and !ts furniture, each 
closet, hall and stairway in their respective buildings every day. 
They shall daily keep clean and neat the outhouses, yards and 
premises attached to the buildings, and steps and pavements free 
from snow and ice. They shall monthly clean the windows of 
their schools, and shall, at least once a year, thoroughly wash and 
scrub all the woodwork and the windows of the building. They 
shall make the fires and keep up the same; light and extinguish 
lights when used; shall assist in receiving and storing coal; shall 
label books, and assist in receiving and delivering the same; shall 
sharpen all pencils when an instrument is used in the school for 
that purpose, and disinfect once a week, or as many times as di- 
rected by the Property Committee, all out-houses, water-closets, 
drains and cellars; shall, under authority of the Principal, aid in 
preserving good order outside of the school rooms, and shall per- 
form all other necessary services in a manner satisfactory to the 
Commission. 



74 

2. Janitors shall not, however, enter the school rooms to per- 
form their duties until the scholars shall have been dismissed, or 
while the teacher is engaged in work authorized by the Commis- 
sion. Unless engaged in other duties belonging to the positions, 
they must alwa3's, during school hours, be in or about the prem- 
ises of their respective buildings. 

3. Neglect of duty and faulty conduct on part of the janitor 
shall be reported by the Principal in writing to the Chairman of 
the Property Committee. 

ORDER OF BUSINESS. 

The President (or in his absence a President pro tem.) having 
taken his chair, and a quorum of the members being present, the 
business shall proceed as follows: 
I. The calling of the Roll. 
II. Reading and adoption of the Minutes. 

III. Superintendent's Report. 

IV. Report of the Treasurer, Superintendent and of 

Standing Committees. 
V. Reports of Special Committees. 
VI. The Reception of Communications. 
VII. Unfinished Business. 
VIII. New Business. 
The Order of Business may be temporarily suspended or chang- 
ed at any meeting of the Board. 

2. Cushing's Manual on Parliamentary Law shall be the stand- 
ard authority for the government of the Commission at its meet- 
ings, whenever the rule of procedure shall not have been already 
specified. 



75 

GRAMMAR AND PRIMARY SCHOOL TEACHERS. 

A general examination of candidates for certificates of qualifi- 
cation to teach" shall be held annually, commencing on the first 
Monday in November, and continuing for five days. 

No person shall be allowed to enter such examination unless 
said person shall have attained the age of eighteen years. 

Special examinations shall be held whenever the Board may 
direct. 

No person shall be elected to fill a position as teacher in the 
schools under the control of the Commission unless he or she shall 
hold a certificate of qualification from State or City Board of Ex- 
aminers, and no teacher shall be promoted to the charge of a higher 
grade or division, or draw the salary of the same, unless he or she 
shall have obtained a certificate of qualification entitling him or 
her to fill such position. In making new appointVnents candidates 
shall be appointed from the list in the order in which they stand, 
if competent. 

No person under the age of eighteen years, or a woman who 
shall have a husband living, shall be eligible as teacher or auxiliary 
teacher in any of the schools under the control of the Commission. 

And no person shall be appointed to the Principalship of a Pri- 
mary School unless such person shall hold a First Grade or Sec- 
ond Grade City or State Certificate (according to the number of 
divisions in the school), and shall have had at least three years' 
experience in teaching. 

Candidates desiring to attend examination for the purpose of 
procuring Teachers' Certificates shall file with the Superintendent 
of Schools, name, age, school last attended, and residence, two 
weeks prior to the examination. 

It shall be the duty of the Principal of the Manual Training and 
High School to conduct all general and special examinations of 
candidates for Teachers' Certificates, and it shall also be his duty 



76 

to prepare the limitations of studies for the schools throughout 
the city. 

Each Principal shall report monthly and annually to the City 
Superintendent the condition of the schools according to the print- 
ed forms furnished. 

It shall be the duty of the Principal of the Manual Training and 
High School, at the beginning of each term, to provide for a uni- 
form order of recitations and studies to be pursued in the respec- 
tive divisions of the schools, a copy of which shall be furnished 
within a week after the opening of the school. 

It shall be the duty of the Principal of the Manual Training and 
High School to see that grades are properly maintained, the pre- 
scribed course of study pursued in each, and the rules governing 
the schools are observed. He, in addition to providing for his 
assistants visiting, under direction, designated grades, divisions, 
etc., as often as he may deem necessary, shall himself visit, as often 
as possible, the respective divisions of the several city schools, and 
provide for such instructions and directions as will secure most 
effective teaching and the best advancement of the pupils. 

He shall from time to time recommend to the Commission such 
measures as will in his judgment advance the best interests of the 
schools. 

The Principal shall be held responsible for the general manage- 
ment and discipline of the entire school, in all its departments, 
over which he or she shall have been placed. The Principal of 
each school is directly responsible for the correctness of all State 
Registers in the school, and for all supply lists, salary bills and 
reports going out from the school. In approving reports, supply 
lists, reports, etc., they shall use the stamp provided by the Com- 
mission. 

They shall take precautionar} measures to prevent the careless 



77 

givmg out of Distinguished and Meritorious Reports without the 
proper degree of merit having been obtained. 

They shall see that time is not wasted by the childreh "sitting 
up in order" waiting for the bell to ring, etc. 

They shall see that Friday afternoons are not frittered away bv 
meaningless or listless exercises. 

In reports, discipline notes, etc., they shall use the forms ap- 
proved by the City Supervisor. 

So far as possible all rej^ort work, etc., should be done after 
school hours. 

Principals of schools shall promptly carry into effect the direc- 
tions of the Principal of the High School; they shall notify him 
of all vacancies in their schools, and give him due notice of va- 
cancies that are to extend to periods beyond two weeks in dura- 
tion. The Principal of the High School shall see that substitutes 
are provided. He shall report to the Teachers' Committee on the 
above matters; he shall also report the amount and character of 
the work performed monthly by the several auxiliaries — in what 
and how many divisions they have substituted, etc., and what op- 
portunities they have had to acquire experience as teachers. 

The Principal is required to be in attendance at least twenty 
minutes before the regular time prescribed for commencing the 
exercises of the school. Assistant Teachers shall be in attend- 
ance in their respective rooms at least fifteen minutes before such 
time. 

The Auxiliary Teachers shall report to the respective Principals 
fifteen minutes before the opening of each session and perform 
such duties as may be assigned to them. Each auxiliary to spend 
two days of each week in the Girls' Grammar School and three 
days in the Boys' Grammar School. The Principal's assistant in 
Liberty School to spend three days of each week in Liberty School 



78 

and two days in Starr School, the days to be fixed by the City 
Supervisor. 

The re'peated violation of this rule regarding promptness will 
subject the teacher to dismissal by the Commissioii. 

The Principal and Assistant Teachers shall see that their re- 
spective rooms are at all times properly ventilated and heated. 

The Principal shall keep a register in which shall be recorded 
the name and age of each pupil, and also the name and residence 
of parent or guardian. 

Each teacher shall keep the State School register, and other 
records required by the Commissioners, under the direction of the 
Principal, and shall submit the same, either monthly or quarterly, 
for the Principal's inspection. They shall make such other reports 
as may be required by the Commission. 

No warrant for pay shall be issued to any teacher until this rule 
is complied with. 

Teachers must, when at all possible, give their Principals notice 
of intended absence. 

Any teacher desiring a leave of absence for more than two weeks 
must apply, through the City Superintendent, to the Committee 
on Teachers for it, and this committee shall not grant to any teach- 
er permission to be absent more than three months. If, however, 
on account of sickness or poor health any teacher is compelled to 
be absent more than three months, a new leave of absence may 
be granted for each succeeding three months or part thereof. 

When a substitute is required to fill a vacancy for a longer time 
than two weeks, the Principal of the High School shall designate 
the substitute. 

Not more than three lessons at any time shall be given to pupils 
of Grammar Schools to be studied, and no greater amount of mat- 
ter shall be daily assigned than can be committed to memory or 
performed by scholars of average ability in two hours. 



7^ 

No Tionie stiid}' sliall he required from pupils below the Fourtli 
Grade. 

Each Principal shall keep an itemized account of the quantity 
and cost of all articles furnished to the schools under his or her 
cliarge. 

Certificates of good scholarship of two grades, according to de- 
gree of merit, shall be awarded weekly to every deserving pupil. 

The following methods of discipline are in accordance with the 
views of the Commission : 

Private admonitions, appeals to conscience, public reproof, 
monthh', weekly or special reports or notes sent to parents, deten • 
tion at recess and for a reasonable time after school hours, suspen- 
sion or expulsion. The last is never delegated to the Principal, 
but remains solely with the City Superintendent or Committee 
on Teachers. 

No corporal punishment shall be inflicted upon any pupil. 

Teachers shall devote themselves, during school hours, exclu- 
sively to the duties of their station. 

Reading of books, papers not pertaining to their school work, 
writing of letters, sewing or crocheting or holding extended con- 
versations, and visiting in another room during school hours, are 
hereby strictly forbidden. 

Teachers that are not promptly in their divisions at quarter of 
nine and quarter of two, etc., are liable to a reduction in their 
monthly salaries. Between bells and at recess good order must 
be maintained in the rooms and in the hallways, etc. Teachers 
shall take turns in assisting in the hallways and oh the stairway. 

No teacher shall send any pupil on a private errand during the 
session, or before or after the same; violations of this rule shall sub- 
ject the teacher to be dismissed. 

They may be required to teach in whatever school of the grade 
to which they are elected the Commission may judge expedient. 



Vacancies occurring during the absence of a teacher shall be? 
filled by auxiliary of said district so far as possible, and the mone}' 
or salary due for substituting for time of such absence shall revert 
to the Commission, 

A substitute teacher filling the position of a regular teacher, 
during absence occasioned by sickness, or other cause, shall re- 
ceive the full salary paid at 365 days per year, also when a substi- 
tute teaches five days she shall receive the seven days' salary. 

xA.ny teacher failing to give satisfaction to the Commission in 
the discharge of his or her duties, shall be notified by the Teachers' 
Committee, or the Superintendent, of the fact, and if sttch failure 
still continue, the Board shall authorize the Committee on Teach- 
ers to declare his or her position vacant within thirty days, and to 
fill said position by a new appointment. 

All resignations shall be placed in the hands of the City Super- 
intendent at least two weeks before the last Monday in the month. 

Principals must enforce the rule that authors and book agents 
will not be permitted to visit any school for the purpose of recom- 
mending or exhibiting any school books, maps or other school 
apparatus, and that no person will be allowed to deliver any ad- 
dress or lecture on any subject, or distribute tickets or circulars in 
or about any school. 

The yearly salaries of the teachers shall be divided into ten equal 
payments. 

Teachers' vouchers, school reports, and all orders for supplies, 
either for schools or janitors, shall be endorsed by the Principal. 

SCI-IOOL HOURS. 

There shall be morning and afternoon sessions in all the schools, 
from Monday to Friday inclusive of each week, said sessions to 
be respectively from 9 o'clock A.M. to 12 M., and from 2 P.M. to 
4 P.M., except during the month of June, when only the morning 



81 

isession will be held, except the Manual Training and High School, 
whose hours shall be from 9 A.M. to 2 P.M. 

When the number of pupils renders it necessary, a division may 
be divided, one set of pupils attendmg the morning and the other 
the afternoon. 

The bell shall be rung fifteen minutes before the opening and 
again live minutes before the hour of opening, both morning and 
afternoon, at which time all the pupils are expected to be in their 
seats. 

The school shall be opened by the teacher's reading a passage 
or passages from the Bible, supplied by the Commission, without 
note or comment. Singing may form a part of the opening or 
closing exercises. 

There may be a recessduring the morning session of fifteen -uuu 
utes' duration. Same to be given outdoors when practicable. 

During EXTREMELY INCLEMENT WEATHER the 
schools may be closed, at the discretion of the City Supervisor, 
at I P.M. 

The school shall not be closed except by authority of the Com- 
mission. 

Excepting closing exercises, which may be held on the last day 
of the term, the schools shall not, without the consent of the Com- 
nussion, enter into any prize contests, give (for any purpose what- 
ever) concerts or any other public exhibitions. 

TERMS AND VACATIONS. 

The school \ear shall commence on the first Monday in Sep- 
tember, and end on the last school day in June. 

The schools shall be closed from Christmas to New Year's day 
inclusive, and upon all legal holidays. 



82 

SUPPLIES. 

All orders upon contractors, upon the supplying parties or upon 
the depositories, shall be drawn by the chairman of Committee 
on Supplies, upon a requisition of the Principal of the school to 
be supplied, and a book shall be kept under the direction of the 
Committee on Supplies, into which copies or duplicates of bills and 
orders shall be entered by the Secretary of the Commission. 

Each school shall draw its main supplies but once a year. N. B. 
— See special directions in Supply Blanks. 

All complaints from parents that are not settled by the Princi- 
pals shall be referred to the City Superintendent. 

CERTIEICATES. 

Certificates of qualification shall be of two classes: 
1st. Second Grade Certificates shall be awarded to those appli- 
cants who shall have obtained a general average of 75, and a spe- 
cial credit of at least 60 in each branch upon an examination in 
the following branches: 

1. Language. Spelling. Grammar. Composition. 

2. Arithmetic and Mensuration. 

3. United States History and Civil Government. 

4. Geography. 

5. Physiology and Hygiene. 

6. Algebra to Quadratics. 

7. Pedagogics. 

8. Elementary Physics. 

9. Literature. 

10. Penmanship. 

11. Reading. 

12. Manual Training. 

Drawing. Color. Modeling. Sewing. 



83 

Two (no more) general examinations, in consecutive years, shall 
be allowed for the fulfillment of the above requirements. 

The holder of a Second Class Certificate shall be eligible to any 
assistantship below First Assistant in a Grammar School, but shall 
have had two years' experience before being appointed to Second 
Assistant of Grammar School, and after three years' experience 
in teaching shall be eligible to the principalship of a Primary 
School of four Divisions. 

2d. First Grade Certificates. — If the applicant has not already 
a Second Class Certificate it will be necessary for such applicant 
to first pass in the branches specified for applicants for Second 
Class Certificates, and in addition thereto, obtain a general aver- 
age of not less than 75, and a special credit of at least 60 in each 
branch, upon an examination in the following branches: 

1. Physics (Higher). 

2. Mental Science. 

3. General History. 

4. Geometry. 

5. Algebra. 

6. Literature. 

7. Rhetoric and Composition. ; ^ 

8. Geology. 

9. Physiology and Hygiene. 

10. Pedagogics. 

11. Manual Training. 

Drawing. Color. Modeling. Sewing. 

Two (no more) general examinations, in consecutive years, shall 
be allowed for the fulfillment of the above requirements. 

The holder of a First Class Certificate shall be eligible to the 
position of Assistant in a division of Primary or Grammar grade, 
and, after three years' experience in teaching, to the Principalship 
of a Primary or Grammar School. 



84 

The works on Pedagogics and Literature will be announced at 
the beginning of each school year. 

The holder of a Third Grade Certificate shall be eligible to fourth 
position (4th Grade) in a Grammar School. 

All appointments made on or after this date, July 29, 1898, shall 
be made subject to probation, not exceeding one year nor less 
than five months; and all promotions shall be made on the basis 
of successful teaching and management in the position from which 
promotion is sought. 

KINDS OF SCHOOLS. 

The schools in this city and under the control of the Commission 
shall be divided into two classes : Primary and Grammar. 

There shall also be maintained for higher education a Manual 
Training, High and Normal School; such school shall be in charge 
of a male Principal, and such assistants as this Commission may 
from time to time determine. 

The Committee on Manual Training, High and Normal School 
shall have full control over this branch of education. They shall 
see that the proper courses of study are pursued, and adequate 
books, apparatus, etc., are supplied. They shall receive from the 
Principal a monthly report of the condition of the school, and 
from time to time such recommendation for tlfe welfare of this 
branch of education as the Principal may suggest for consideration. 

MANUAL TRAINING, HIGH AND NORMAL SCHOOL 
TEACHERS. 

Hereafter all teachers appointed to the Manual Training. High 
and Normal School shall be selected by special examination in 
pedagogics and in the branch or branches to be taught in that 
institution, and all examinations shall be under the supervision 
of the Principal of that school, with such assistants as he may 



B5 

'clioose to select; arid, further, that in sel'ecting tliese teachers, tlie 
first contract be made with them for one school year only, to the 
'end that the school may in the shortest possible time be equipped 
with a capable and accomplished corps of specialists, and that all 
rules or parts of rules conflicting with the above are hereby re- 
pealed. 

It shall be the duty of the Principal of the Manual Training and 
High School, at the beginning of each term, to prepare a uniform 
order of recitations and studies to be pursued in the respective 
divisions of the schools, a copy of which shall be furnished within 
a week after the opening of the school. 

The Principal of the Manual Training and High School shall 
also be Supervisor of Manual Training throughout the city. It 
shall be his duly to see that a imiform course of study is prepared 
and pursued. 

It shall be the duty of the Principal of the Manual Training and 
High School, with such assistants as he may, on such occasions, 
select, to conduct all general and special examinations of candi- 
dates for Teachers' Certificates, and it shall also be his duty to pre- 
pare the limitation of stvidies for the schools of the city. 

All bills for supplies, materials, apparatus, etc. (or service), fur- 
nished for Manual Training shall, before being paid, be sent to 
the Principal of Manual Training and High School, and it shall 
be his duty to examine and copy the same, and then forward them, 
under his signature, to the chairman of the school. 

All orders for Manual Training supplies needed, all reports of 
Manual Training supplies received, as well as all other reports on 
Manual Training matters, shall be addressed and sent to the Prin- 
cipal of the Manual Training and High School, and shall be sub- 
ject to his approval; and it shall be the duty of the Principal of 
the Manual Training and High School to report monthly to the 
Chairman of the Manual Training and High School Committee. 



86 

Ptipils of the Manual Training and High School obtaining at, 
the final examination a general average of 70 or over shall, on 
graduating, receive a suitable diploma. 

Those obtaining a general average of 75 or over, and whose 
credits in each of the special branches of language, including rhe- 
toric, literature, composition and history, mental science and ped- 
agogics, shall not be less than 60, shall after graduating, on re- 
commendation of the Principal, receive — besides the diploma — a 
Teachers' Certificate of the Second Grade. 

The Principal of the Manual Training and High School shall 
also supervise the schools of the city. 

He shall have the privilege of dismissing certain divisions of 
the schools once a month 30 minutes or more before the regular 
closing period, for the purpose of calling Principals and teachers 
together for special instruction, etc. 

To aid the Principal of the High School in his work of super- 
vision and instruction throughout the city, there shall be three 
assistants, known as Assistant Supervising Principals. 

No person shall be appointed Assistant Supervising Principal 
unless he, by examination, is the holder of a First Grade City or 
State Certificate. 

The Supervising Principal shall assign to his Assistants such 
headquarters in some of the Grammar Schools, and such work of 
supervising, teaching, etc., as he may from time to time deem 
necessary or expedient. He shall also fix the time when they 
shall report to him. 

The Assistant Supervising Principals shall take their directions 
directly from the City Supervisor, and all reports, suggestions or 
requests that they may have to make shall be made directly to him; 
they shall do all possible to aid him in developing and improving 
the school system, and in giving it tone and character. 



EXHIBIT WORK, 



By tlie adoption of the followirxg, uniformity of sizes in work may be 
secured, and the schools may, with the least inconvenience, make a 
united exhibit: 

DRAWINGS- 

On drawing paper of the following sizes: The leaf of the small and 
large drawing books; on paper 8xii; 9^/2x12; Iixi6; 16x22; 12x19; 19x24. 

The above sizes will allow ctitting with the least waste. The above, 
when mounted, should be on card-board cut to sizes of card-board given 
under Stick-laying, etc.. Sewing, etc., leaving a surrounding margin. 

Stick-laying, Tablet-laying, Floor and Wall Patterns, Frets and Border 
Patterns, constructed of colored papers and pastels, etc. Card-board — 
Square, 5 in.; 7 in.; g in. Rectangles, 4x11; 5J/<xi4. 

SEWING, PATTERNS, ETC. 

Mounted on Card-board of any of the following sizes: 7x1 r; 11x14; 
14x22; 22x28, 

N. B. — One may notice how all of the above sizes in card-board may 
cut from the card-board sheets. 22x28. 

LITERARY WORK AND EXERCISES. 
Legal Cap size; Letter Paper or Sermon Paper size, 7^4x10. 

TEACHERS. 



LITERATURE. 

FIRST GRADE. — Hamlet — Rolfe or Kellogg; Carlyle's Essay on 
Burns — Classic Series, No. 70; Pope's Homer's Iliad, C. S. 197 (Book I). 

SECOND GRADE.— Sir Roger de Coverly— Classic Series, No. 18 
(boards); Coleridge's Ancient Mariner, C. S. 17; Emerson's American 
Scholar — Classic Series, Nos. 123 and 126 (boards), or Riverside. No. i; 
Poe's Raven — Classic Series, No. 72. 

In preparing in Literature. Grammar (Prosody), Rhetoric, History and 
Biography, etc.. must receive consideration. 



RECITATION PROGRAM. 
In each class-room a full program of exercises should always be f'oundi 
on the wall in convenient reading distance. A "Time Program" is de- 
sirable. 

LITERATURE, 

EIGHTH GRADE. — Boys and Girls — Merchant of Venice; Whittier's- 
"Tent on the Beach," — Riverside, No. 41 (boards), p. 45 to p. 73. 

SEVENTH GRADE.— Hawthorne's Tanglewood Tales, R. S. 22 and 
23- 

SIXTH GRADE.— Griram's German Household Tales-, R. S-. 107 and 
ioS, 

GEOGRAPHY. 

Large books should not be used below the Seventh Grade 
No map Geographies used in Third Grade, 

TEACHTRvS, 



PEDAGOGICS, 

SECOND GRADE.— White's Pedagogy and White's School Manage- 
ment. 

FIRST GRADE. — White's Pedag:ogy; Quick's Educational Refonners 
(revised edition), 

PHYSIOLOGY, Narcotics, Stimulants, etc. 

FIRST GRADE. — Le Conte's Compend or its equivalent. 

N. B.—Until further notice THE COURSE OF STUDY is found in 
"White's New Course Art Instruction" (from the first to the ninth 
years), and in the Printed Limitations. 

Hapgood's School Needlework (Teacher's Edition), Bradley's Ele- 
mentary Color, Johnson's Art and Practice of Art Needlework, and 
Education of Head and Hand, may be consulted with advantage. 

In conducting the Manual Training Exercises, the teacher should cul- 
tivate oral composition by encouraging the pupils to ask questions and 
to describe what they are doing, and to talk about the materials, etc., etc., 
but let manual training be theexe rcise, and be guarded against letting 
the pupil know that you are giving an exercise in language. This Ian- 



89 

guage work must never be made exhaustive. Be satisfied with small 
results each week. Let the errors of speech you notice on such occa- 
sions be guides to you in teaching the formal language lessons on other 
occasions. Language results will more than repay all efforts made in 
this direction. 

DRAWING. 

Instead of following the order laid down in the books, commence at 
once with Object Drawing, and continue it regularly throughout each of 
the terms. 

SEWING — One lesson per week, 60 minutes. 

PAPER WORK and COLOR WORK— One lesson per week, 60 
minutes for girls; two lessons per week, 60 minutes each, for boys. 

DRAWING — Two lessons per week, 60 minutes each. 

MENSURATION — Two lessons per week, at least 60 minutes each 
lesson. 

PERIODICAL EXAMINATIONS. 

Hereafter these examinations will be held on the same days, two morn- 
ing sessions, throughout the city, and will occur on the following dates, 
1888 and 1899: 

October 6th and 7th. 

November loth and nth. 

December 15th and i6th. 

January 19th and 20th. 

February 23d and 24th. 

]March 29th and 30th. 

May 4th and 5th. 

June 8th and 9th. 

It is desirable, if possible, to arrange for but one promotion during the 

year. 

PRINCIPALS OF SCHOOLS, please take notice- 
Send in salary bills not later than the second Friday before the last 

Alonday in each month. 
Send in Monthly Reports not later than the last Tuesday before the 

last Monday in each month. 



90 

PATRIOTISM. 

Teachers should take advantage of the many opportunities that occur 
in the school-room to inculcate the sentiment of patriotism. 

PRINCIPALS ARE REQUESTED to provide for having all their 
classes taught the "Flag Salute." 

Keep the State Register exactly according to directions laid down in 
the front of the Register. Examine the Registers monthly and report 
conditions, etc. 



Camden, Jvine 24, 1898. 
To the Members of the Teachers' Committee. 
Capt. C. S. Magrath, Chairman, 

Martin V. Bergen, Esq., City Supt. 

Gentlemen: — On behalf of your Board of Examiners, I 
submit the following report of the examination held May 2-6, 
1898: 

Of the thirty-two ladies attending, two have been qualified 
for First Grade, and four for Second Grade Teachers' Certifi- 
cates: several of the remainder will complete the examination 
next year. 

We recommend that certificates of their respective grades 
be granted to the six successful candidates. Tables giving 
full particulars of averages, etc. , are on file at this office. 

Respectfully, 

Horatio Draper, 

Priti. High School. 

Approved June 27, 1898. 



Programme. 



Examinations, May 2, 3, 4, 5, 6. IS 



MONDAY, A. M., 1{ 
1. 2. 



Khetoric and Comp 


osition 


Language. 


1. 
Mental Science. 




MONDAY, P. M. 

n 




z. 
Aritlimetic and Mensuration. 
Penmanship. 


1. 
General History, G^ 


eology. 


TUESDAY, A M. 
2. 
History and Civil Government. Readin; 


1. 

Geometry. 




TUESDAY, P. M. 

2. 
Geography, Physiology, 
Hygiene, etc. 


1. 

Physics, Physiolo^ and 
Hygiene. 

1. 
Algebra. 


WEDNESDAY, A. M. 
2. 
Elementary Physics. 

WEDNESDAY, P. M. 
2. 

Algebra. 


1. 
Pedagogics. 




THURSDAY, A. M. 
2. 
Pedagogics. 


1. 
Literature. 




THURSDAY, P. M. 
2. 
Literature. 



FRIDAY, A. M. and P. M. 
1 and 2. 
(Manual Training.) (Drawing, Color, Modeling, 

Sewing.) 



QUESTIONS GIVEN TO CANDIDATES. 



RHETORIC— First Grade. 

Prepared by C. K. Mtddleton. 
i. Define Figure of Speech. How are figures classified ? Why are they used ? 

2. Define and ilhistrate loose and periodic as applied to sentences ; and state 

the advantages of each kind. 

3. What are some of the marked differences between spoken and written dis- 

course as to diclion, as to sentence structure? 
"4. It has been said that in good prose every word should be italicised ; wliat 
does this mean, and how may it be effected? 

5. By what principles is the value of testimony as to matters of observation 

estimated ? 

6. Name the different kinds of poems. 

7. How is brevity related to clearness f to force? to beauty ? W^hat are the 

principal means of securing force ? What is likely to result from an 
attempt to write with force ? 

8. Point out the ambiguities in the following sentence, and show how they 

may be avoided without direct quotation : 
"The teacher assured his patron that although he could not divest the boy 
of the knowledge he had already imbibed unless lie would empower him to 
cut oflf Ids fingers, he should endeavor to prevent his future improvement." 

COMPOSITION— First Grade. 

Prepared by C. K. Middleton. 
Write a composition of 500 or 600 words upon Superstition. 

GRAMMAR — Second Grade. 

Prepared by C. K. Middleton. 

1. Give the synopsis in 2nd person, singular number, together with the infini* 

tives and participles, active and passive voices of the verb drink. 



2. Give the possessives singular and plural of hero, ally, monkey, waif, an«J 

deer. 

3. What is a Collective noim ? Why is it of any importance in grammar? 

Illustrate, 

4. How may an infinitive be used ? 

5. Define \phrase and clause, and name the kinds of each according to form 

and use. 

6. When is it correet to use the subjunctive mode ? Give the distinction be- 

tween shall and will. 

7. Justify or correct with reasons : "Every book and every paper was found 

in its place." "The experiment proved that air had weight." "Flesh 
and blood has not revealed it." Neither you nor he are to blame." 
No time no money no labor was spared." 

8. Explain the repitition or omission of the article before two or more nouns 

or adjectives. 

9. Write a compound sentence one of whose members shall contain an adver- 

bial clause. 

10. Parse the words marked ; 

I 
"Pleasant it was vihen woods weie green, 

And the winds were soft and low, 
To lie amid some sylvan scene, 

Where, the long drooping boughs between, 
Shadows dark aud sunlight sheen 

2 

Alternate come and go ; 
3 
Or where the denser grove receives 

No sunlight from above, 

4 

But the dark foliage interweaves 

In one unbroken roof of leaves. 
Underneath whose iloping eaves 

The shadows hardly move." 

COMPOSITION— Second Grade. 

Prepared by C. K. Middleton. 
Write a composition of 500 or 600 words upon Dreams. 



95 

PSYCHOLOGY— FiE8T Grade. 

Prepared by H. Draper. 

1. Discuss Sensory and Molor functions of the cerebral hemispheres. How 

was the brain regarded by the ancient philosophers ? How is it re- 
garded by modern scientists ? 

2. Define consciousness, and sliow what effects the following have upon its 

cranial blood supply, temperature of the brain, the presence ol im- 
purities (drugs or otlier substances) in the blood. 

3. Define perception : in what experimental way may we discover the finenes: 

with which different areas of the skin are able to localize objects in 
contact with them? What influence have memory and will upon 
visual perception ? 

4. What are the physiological theories concerning "Feeling ?" What is the 

Herbartian theory concerning the same? What is the relation between 
emotions and bodily movements 

5. What are the psychological theories of "Retention ?" Discuss the nature 

of the mind. 

MENSURATION— Second Grade. 

Prepared by H. Draper. 

1. A gentleman has a box whose sides are in the proportion of 2, 3, and 4 

which contains 3000 cubic inches ; what are the dimensions of the box ? 

2. A tree is broken 20 ft. from the ground, and the tip touches the ground so 

as to make an angle of 30 degrees ; what is the height of the tree ? 

3. A rectangular piece of ground is 13 ch. 44 links by 8 ch. 40 links. How 

many square feet would be occupied on paper by a plan of the land 
drawn upon a scale of li inches to a chain ? 

4. If a pipe 6 inches in bore is 4 hours in running off' a quantity of water, in 

what time will three pipes, each 4 in. bore, dischafge double the quan- 
tity? 

5. A cone 15 in. high is cut by a plane 5 ft. 5 in. from the base and parallel 

to it ; what is the area of the eross-section, if the base contains 150 
square inches ? 



96" 

AKITHMETIC— Second Grade. 
Prepared by H, Draper. 

1. A man owns 342 acres of land, and twice the number of acres of meadow- 

land is to three times the number of acres of forest land, minus 50 acres' 
as 4-5 to 5-6 ; required the number of acres of each. 

2. A broker bought for me 45 shjires of stock, $50 each, at a discount of 2^ 

per cent; what did it cost me, bickerr.ge IJ per cent? 

5. A merchaat lias 4 pieces of muslin, worth 10, 14, 20 and 22 cents a yard 

respectively ; how many yards must he sell from each that the piece 
may average 18 cents? 
4. A dress-pattern having been cut from a piece of silk, there were left 8f 
yds., which was 66f per ct. less than the quantity cut off; how many 
yds. were there at Aral? 

6. A goldsmith bought an ingot of gold at $182 per lb. and sold it at $16 per 

ounce, using Avoirdupois weight both times. If the true weight of the 
ingot was 8 Iba. Troy, how much did he gain by the fraud, gold being 
worth $16 an ounce? 

GENERAL HISTORY— First Gradk. 
Prepared by H. Draper. 

1. Give an account of tha barbaric leaders Aluric, the Goth, Attila the Hun, 

and Genseric the Vandal. Name the twelve Oesars. 

2. What was the Pragmatic Sanction? What is meant by Balance of Power? 

Describe the effects of the Normal Conquest on England. 
8. Who were the Huguenots? State the principal event in the life of Luther. 
What was the Edict of Nantes? What was the Fronde ? 

4. What was the German Confederation ? Where was it formed ? Why was 

Cromwell's rule distasteful to the English ? 

5. Give a brief outline history of Spain. Give the History of Cuba. Why 

and on what grounds is the United State« now entering into a contest 

against Spain ? 

What is the condition of Europe at the present time. 

GEGLOGY— First Grade. 
Prepared by Geo. E. Fry. 
1, What is a glacier? 

Give at least, two noted examples with full description of each. 



97 

2. Explain the structure and composition of peat. 

What are fiords ? 

Name at least two localities in which they are found. 

3. Give in full the composition of elialk and state in what localities it abounds 

chiefly. 

4. Describe in full the Yellow^stone Geysers. 

5. What are stratified rocks ? 

State in full their origin, composition and their position witli reference 
to other classes of rocks. 

CIVICS — Second Grade. 

Prepared by Geo. E. Fry. 

1. What were the weak points in the Articles of Confederation? 

Name the thirteen original colonies. 

2. Define international law and name three defects in the law. Tiie result of 

those defects. 

3. Wriie the clause, In all criminal prosecutions, etc. 

4. What constitutes the supreme law of our nation ? 

5. What is original jurisdiction? Appellate juriidiction ? 

6. Define writ of habeas corpus. 

What is its object ? 

7. When are persons not tried for crime by a regular jury ? 

By what tribunals are they tried ? 

8. What qualifications are necessary to eligibility for office of President of the 

United States? 

9. Define treason. 

10. What cities have been at different times the seat of the United States 

government? 

U. S. HISTORY— Second Grade. 

Prepared by C. K. Middleton. 

1. Give an account of the Spanish discoveries, explanations, and early settle- 

ments in what is now the United States. 

2. Prior to 1763 what Nations laid claim to parts of the present territory of 

the United States; and what was the claim of each? 



98 

3. Name at least four great social or economic questions agitating our country 

recently. What and when was the "Dred Scott Decision?" "The 
Trent Affair ?" "The Kansas- Nebraska Bill ?" 

4. What troubles arose during Washington's administration? during Jack- 

son's? Give an account of the election of R. B. Hayes. 

5. Give the dates, results, and some important event of the wars waged by the 

United States or by the colonies. 

GEOMETRY— First Grade. 

Prepared by H. Draper. 

1. Show how to trisect a given straight line. Prove your construction. 

2. Prove that two straight lines which join the corresponding extremities of 

two parallel chords are parallel. 

3. Prove that two variable quantities are always equal, their limits are also 

equal. 

4. Prove that if two circumferences intersect each other, the straight line join- 

ing their centres is perpendicular to the common chord at its middle 
point. 

5. Prove that the area and semicircumfereuce of a circle whose radius is unity 

are numerically equal. 

6. Prove that the volume of the frustum of any pyramid is equal to the sum of 

the volumes of three pyramids whose common altitude is the altitude of 
the frustum, and wliose bases are tiie lower base of the frustum, the 
upper base of the frustum, and a mean proportional between the two 
bases. Explain what is meant by a mean proportional between two 
quantities, and find a mean proportional between two circles whose 
diameters are respectively 5 and 9 inches. 

GEOGRAPHY— Second Grade. 

Prepared by H. Draper. 

1. Describe concisely the prominent physical condiiion of the earth. 

2. Explain fully, and with diagrams, the phenomena of the reasons. 

3. Describe the West Indies with particular reference to (Juba. In a straight 

line about how far is Cuba from Philadelphia? 

4. Describe the development of Africa. What nations have territorial inter- 

ests in Africa? Locate the same. 



99 

5. Discuss Commercial interests of modern nations. 

How much teaching of geography can you do without a text book? 
What kind of teaching do you consider proper for the tliird grade? 

PHYSIOLOGY— Second Grade. 

Prepared by H. Draper. 

1. Give a general outline of the structure of the luiman body. 

2. Describe the jaws, teeth, gland, mucous membrane, and give the parts of 

the alimentary canal. 

3. Give a full account of digestion. 

4. Give an account of the blood and its circulation. What are the functions 

of the skin and the kidneys ? 

5. Give a full description of the throat and the voice. Explain what is meant 

by animal or vital heat. What are tiie sources of bodily beat? 

HYGIENE, NARCOTICS, STIMULANTS— Second Grade. 

Prepared by H. Draper, 

1. Describe the heart and its action. What are narcotics? Name the common 

forms. What are the efl'ects of narcotics ? 

2. Give a concise description of the nervous system In what several forms 

are tobacco used ? Which of tliem is the most harmful, and why? In 
what way is tobacco adulterated ? Wliy is severe tobacco poisoning 
rare ? 

3. What is the nature of alcohol? What are its effects on the human syslem? 

How should a case of alcolioHc poisoning be treated? In what way is 
alcohol a stimulant ? 

4. Trace the growth of the tobacco liabit. In what way is the desire for alco- 

holic drinks formed? In the use of narcotics or stimulants, what 
organs or parts of the body are subjected to the gr<^atest injury? 

5. In what other forms may a person show intemperance besides in tiie use of 

narcotics or stimulants ? What are the efiects of over-eating? Why 
is it that some persons that are innocent of all intemperance in the use 
of tobacco, alcohol, etc., are so intemperate in their eating habits ? In 
wliat way may the young be trained to avoid all these evils? 



100 
PHYSICS— FiK?T Grade. 

Prepared by S. E. Manness. 

1. What do yon understand by the term "Mecliauics of Liquids?" Ilkistrate. 

2. An (irifice IJ inches in diameter is situated 10 ft. below the surface. What 

is the theoretical discharge in 15 sec? (Ans. in gallons.) 

3. A body was projected vertically downward with a velocity of 10 ft. It was 

5 seconds falling. Required the entire space passed over. Also, the 
final velocity. 

4. The lever of a hydraulic press is 6 ft. long, the piston rod being 1 ft. from 

the fulcrum. The area of the tube is lialf a square inch ; tiiat of the 
cylinder is 100 sq. in. Find the weight that may be raised by a force 
of 75 pounds. 

5. Explain fully the terms Ether, Radiant Energy, Radiation, Light, Image. 

6. Describe the different kinds and classes of lens. Illustrate their use by 

drawing myopic and hypermetropic eyes showing the focal points both 
without and ivith the proper correcting lens in position. 

7. Describe the different kinds of thermometers witli reference to construction. 

Also, with reference to scale. Give the reading of a Centigrade and a 
Falu-enheit thermometer to indicate the same temperature as — 60° R. 

8. Describe the process known as Electrolysis. How may the electrolysis of 

water be shown ? 

9. What is Electro-Metallurgy ? Explain fully the two divisions thereof. 

10. Which is of the greater benefit to mankind, the steam-engine or the 

dynamo? Give reasons for your answer. 

PHYSIOLOGY— First Grade. 

Prepared by H. Draper. 

1. Define Biology, and Histology, Anatomy (or Morphology), Physiology. 

2. Define orgnn, function, protoplasm, cell, and tissue. Illustrate each. 

3. Give a general view of the nervous system. What are its divisions ? 

Describe the brain, and explain its action. Explain reflex action of 
the nerves and show its importance. 

4. What are the functions of the spinal nerves? Give the distribution and 

functions of the cranial nerves. 

5. Describe the blood supply, etc., of the liver. How are the head and spine 

joined together? Describe ligaments — their composition and use. 



101 
HYGIENE, NARCOTICS, STIMULANTS— First Grade. 

Prepared by H. Draper. 

\. Describe the heart. In what way may it be kept in healthy action ? How 
is the atmosphere made impure? In what way is the skin a heat regu- 
lator? What are the conditions of efficient ventilation? 

'2. What is tlie effect of alcohol upon the /iwi^r^.^ Upon the kidneys? Upon 
the brain ? What are the general physical results of intoxicants ? 

3. Briefly : Diseases caused by alcohol ; mental and moral effects caused by 

alcohol. In this connection what of heredity and environment? 

4. Describe tobacco, its forms and uses. What are its physical effects ? Its 

mental and moral effects ? W^hy is the cigarette particutarly per- 
nicious? What is the name of active principle in tobacco? How 
many drops of this would be necessary to destroy life ? 

5. How and under what conditions may the young be trained to avoid the 

baneful influence of all forms of intemperate habits? 

PHYSICS— Second Grade. 

Prepared by S. E. Manness. 

1. Express briefly the distinction among the terms Mass Physics, Molecular 

Physics, and Etlier Physics, and give illustrations of each. 

2. Describe the "Simple Machines." Give the law of equilibrium in each. 

Mention a simple but useful application of each. 

3. A body is thrown directly upward with an initial velocity of 96j feet. To 

what height will it rise ? What will be its velocity at the end of 3 sec. 
In what direction will it be moving? 

4. How much weight will a cubic foot of stone lose in water? State the prin- 

ciple. 

5. If 18 sec. intervene between the flash and report of a gun, what is its dis- 

tance, the temperature being 0' C. ? 

6. What is heat? How communicated ? How recognized ? What effect has 

it upon solids ? 

7. When a Centigrade thermometer indicates a temperature of 15°, what 

should be the reading of a Raumer hanging by its side? A Fahren- 
heit? 

8. To what is difference in tones due ? Explain fully. Determine the vibra- 

tion-number for each tone of a gamut the key-note of which has 480 
vibrations. 



102 

9. Mention the different kinds of electricity with reference to its raanifesfa- 

tion, and second with reference to its production. 

10. Describe fully, using drawings if necessary, the Electrie Telegraph Sys- 

tem, or The X-ray Machine and it& phenomena, 

ALGEBRA— First Grade. 

Prepared by Gen. E. Fry. 

h* 

1. Insert three geometrical means between a and -. 

ap 

2. Two persons, A and B jointly invested $500 in business, each contriliuting 

a certain sum. A let his money remain 3 months and B, 'J months - 
each received back |i450, capital and gain. How much did each invest ? 

3. Multiply 24+7y' — 1 by 24 — l\''l and find the one-fourth power of the 

result. Given xy+ay^=12, and x-\-7if=H, to find two values of x and y. 

4. There are two numbers whose product is 320, and the diflTercnce of whose 

cubes is to the cube of their difference as 61 is to 1. Find the numbers 
If the ratio of a to 6 is 1|, what is the ratio of a-\-h to b? 

16 , 10 4 ,1 

5. Find the 4th root of x«— 4x«+l Ox"— 16x^+19— ^+^-—»+^- 

The product of 4 numbers in arithmetrical progression is 280, and the sum of 
their squares is 166. What are the numbers? 

ALGEBRA— Second Grade. 

Prepared by Geo. E. Fry. 

1. A person spent 30 cents for peaches and apples, buying peaches at 4, and 

apples at 5 for a cent ; he afterwards sold half of his peaches and a 
third of his apples at cost price, receiving 13 cents ; how many of each 
did he buy ? 

a—bb — c c — a 
^^^ 'ab^ "b^ ~~^' 

2. Given 2x— ^^+ -^ ^ — 1^^^— Zl^g? to find the value of r. 

6 11 7 , 

3 

Subtract — 3 ab° from — (3 ab)° and add to the result — ^j^,- 

3. Find the least common multiple of 8x'(x — y), 3a*x*, 12axy'^. 

Extract the square root of x*+4x'+6x*+lx+l. 

4. Find the sum of 2|/| and 3( 1 2) J^v/x— 2=^/^8 ; find x. 



103 

Si. Finrl tlie greatest common measure of 5a^-i-10a*a+5aV and rt'j'+2aV+ 
2ax"*+x*. 

Multiply 3,3 6 by 4v'a. 

PEDAGOGICS— First Gradb. 

Prepared by S. E. 3Tanness. 
i . Of what advantage to the teacher is a thorough knowledge of the History 

of Edacation? 
ti. Describe Rousseau's "Emile" showing wherein it may be said to be th* 

waiting point of The New Education. 

3. Give a brief statement of what "Tlie New Education" requires. 

4. Describe briefly the educational tendencies of the Renascence, 

5. Discuss "Ideals." 

First and Second Grades. 

1. Give three fundamental phases of «ducation and tell how each may be cul^ 

tivated. 

2. Mention Whites' "Sev«n Principles of Teaching," 

3. Discuss the Recitation, 1st, Object or Aim, 2nd, Methods of testing, viz. 

Question, Topic. 

4. Discuss the Lesson, a Instruction, b Drill, e Methods, 

5. Define Memory, Imagination, Percept, and Concept. Tell how tlie two 

former may be cultivated. 

Second Grade. 

1. Name the "Seven School Virtues" as enumerated by White. 

2. Mention the two most important elements of governing power. Explain 

each and give reasons for your ans. 

3. Mention five natural incentives that you approve of, and three artificial 

ones that you disapprove. 

4. What are proper punishments ? Improper? 

5. Mention three ends to be secured by Moral Instruction. 

LITERATURE— Fi«ST Grade. 

Prepared by H. Draper. 

1. Give an analysis of the Tragedy of King Lear. 

2. What character speaks the following lines? 

Explain the meaning of the words, etc., underlined ; 
"Let it be so ; thy truth then be thy dower : 
For, by the sacred radiance of the sun, 



104 

The mysteries of Hecate aud the night, 

By all the operation of the orbs 

From whom we do exist and cease to be, 

Here I disclaim all my paternal care, 

Propinquity and property of blood, 

And as a stranger to my heart and me 

Hold thee from this for ever. The barbarous Scythian 

Or he that makes his generation messes 

To gorge his appetite, shall to my bosom 

Be as well neighboured, pitied and reliev'd, 

As thou my sometime daughter." 

3. Give several qnotations from the play. Name some figures of speech. 

What peculiar construt tions can you recall? State them fully. 

4. Give a short account of John Keats. 

5. Describe the poem. Eve of St. Agnes. On what is it founded, etc.? 

6. Give as many of the opening lines of the poem as you can. 

7. Name the kind of verse, and mark the feet in the lines : 

"Full of this whim was thoughtful Madeline : 
The music, yearning like a God in pain. 
She scarcely heard : her maiden eyes divine, 
Fix'd on the floor, saw many a sweeping train 
Pass by she heeded not at all, vain, 
Came many a tiptoe, amorous cavalier, 
And back retir'd, etc." 

8. Give a brief analysis of Poe's "Gold-Bug." What is there peculiar in the 

composition ? As an author for what is Poe noted ? 

LITERATURE— Second Grade. 

Prepared by H. Draper. 

1. Give two stanzas of Poe's Raven, and mark the feet in the lines of one of 

them. 

What is the kind of verse ? 

2. Commencing with the first quote as many lines of Evangeline as you can. 

3. Explain and illustrate the meter of Evangeline. 

4. What are tiie chief charms or beauties of this poem ? 

5. Select favorite passages of Evangeline. 



105 

6. Describe More's Utopia. Why was it written ? 

What peculiarities have you noticed in it ? 

7. De&Be primeval, Grand- Pi-e, Druids, kirtles. 

8. Name three figures of speech, and illustrate each of them from what you 

have studied in literature. 

MANUAL TRAINING. 
Prepared by H. Draper. 

DRAWING. 

1. Draw a geometric wall, floor or border design. 

2. Draw an outline perspective view of a house. 

3. Construct working drawings of a rolling-pin, and of a rectangular box 

whose three dimensions are all unequal. 

4. Sketch and shade the given group. 

MODELING. 

1. Model, Develop and Envelop. 

2. Fold, Cut, and Paste. 

3. Relation of their work to other studies. 

4. Questions. 

SEWING. (show its MOTION VALUE.) 

Scissors, Thimble, Red Cotton, Needles, etc. 
Thimble on Second finger of right hand. 



studies in Manual Training and High School. 



FIRST, SECOND, THIRD AND FOURTH YEARS, 
INCLUDING THE NORMAL COURSE. 



CAMDEN, N. J. 



STUDIES IN MANUAL TRAINING AND HIGH SCHOOL 



ARITHMETIC CIVICS, BOOKKEEPING AND HISTORY. 

First Year. 
ARITHMETIC— First Half Year— The Metric System; Analysis and 
Review. 
CIVICS. — Second Half Year — State and National Government. 

Second Years. 
Business Forms and Accounts. 
History of Ancient Nations, Greece and Rome. 

Third Year. 
BOOKKEEPING.— Elements of Double-entry Bookkeeping. 
HISTORY. — Medieval and Modern Times, with special attention to 
the History of England. 

ENGLISH. 

First Year. 
The Sentence as the Unit. 
Higher Grammar. ("Meiklejohn.") 
Composition. 
Studies in American Literature. 

Second Year. 
Analytic Work: Word Derivation. 
Composition. 
Studies in Tennyson, Scott and Milton. 

Third Year. 
Rhetoric and Composition. 
Studies in Shaketpeare and 
Modern English Poets. 
Idioms, etc., etc. 

The growth of the English Language. 
Through the whole course, much practice in sentence making, chang- 
ing from poetry to prose, and noting style in good authors, etc. 



110 

VOCAL CULTURE. 
Correct posture; correct breathing; clear enunciation; voice rest; at- 
tention to word-endings — ing, ure, etc., etc. 

Drills in delivery; readings, declamations and dialogues. 

EAR TRAINING. 
Appreciation of sounds; Singing — part songs and choruses; sight read- 
ing, time, etc. 
In the Normal Course, sight singing is a special feature. 

GEOLOGY. 

Second Year. 



Dynamical Geology 



Structural Geologv 



Historical Geology 



Organography 



1. Atmospheric Agencies. 

2. Aqueous Agencies. 

3. Organic Agencies. 

4. Igneous Agencies. 
Third Year. 

J. General Form and Structure of the Earth. 

2. Stratified Rocks. 

3. Unstratified or Igneous Rocks. 

4. Mctamorphic Rocks. 

5. Structure common to all rocks. 

1. General Principles. 

2. Archaean Era. 

3. Paleozoic Era. 

4. Mesozoic Era. / 

5. Cenozoic Era. 

6. Psychozoic Era. 

BOTANY. 
First Year. 

Parts of a Plant. 

Root. 

Stem. ( 

Leaf. V 

Flower. 

Pollination and Fertilization. ■ ' 

Plant Analysis. 



Ill 

Second Year. 
Histology and Physiology 

The Cell. 

Tissue. 

Water. 

Food Elements. 

Assimilation. 

Respiration. 

Plant Analysis. 

Third Year. 
Plant Analysis. 
Forestry. 

Economic Botany, etc., etc. 
Collections. 
The Use of the Microscope. 

PHYSIOLO GY. 

First Year. 
Physiology of the Blood. Cells, Tissues and Organs. 
Anatomy, Physiology and Hygiene of the Bones. 
Muscles. 

Vascular System 

Heart. 

Arteries. 

Veins. 

Capillaries. 
Respiration 
Digestive System. 
Important Articles of Food. 
Sense Organs and Special Senses. 
Effects of Alcohol and Narcotics upon the System. 
Chart Work. 

COMMERCIAL GEOGRAPHY. 
First Year. 
I. Commerce and Commercial Highways. 



112 

II. The United States '. 

1. Raw Products. 

2. Manufactures. 

3. Waterways. 

4. Exports and Imports. 

III. Great Britain and Her Colonies 

1. Commercial Importance. 

2. Leading Cities. 

3. Manufactures. 

4. Exports and Imports. 

IV. Empire of Germany, France, Spain, Brazil, etc. (Follow the same 

outline as above.) 
V. Commodities important to commerce. 

GEOMETRY. 
First Year — Second Term. 
Book I, Lines, Angles, Triangles. 
Book II, Ratio and Proportion. 
Applications. 

Second Year. 
Book III, Circle and Measure of Angles. 
Book IV, Areas and Relations of Polygons. 
Book V, Regular, Polygons and Circles. 
Applications. 

Third Year. 
Book VI, Planes and Polyhedral Angles. ] 

Book VII, Polyhedrons. 
Book VIII, Cylinder, Cone and Sphere. 
Applications. 

ALGEBRA AND TRIGONOMETRY. 
First Year. 
Factoring, Highest Common Factor, Least Common Multiple, Frac- 
tions, Equations of First Degree (Simple and Fractional), and problems 
involving above principles. 

Second Year. 
Simultaneous Equations of First Degree, Involution, Evolution, Theory 
of Exponents, Radical Expressions, Quadratic Equations, Problems. 



113 

Third Year— First Half. 
Simultaneous Quadratic Equations, Simple Indeterminate Equations, 
Inequalities, Ratio, Proportion, Series (Arithmetical and Geometrical). 

Third Year — Second Half. 
Plane Trigonometry. ' 

PHYSICS. 

First Year — Second Half. 

Matter and that part of Mechanics which includes Motion and Force, 
Work and Energy, Gravitation. Falling Bodies, Pendulum and Simple 
Machines. 

Mathematical Applications. Experiments. 

Second Year. 

Mechanics of Liquids, Mechanics of Gases, Acoustics, Heat and a part 
of Radiant Energy. 

Mathematical Applications. Experiments. 

Third Year. 

Complete Radiant Energy. Electricity and Magnetism. 
Mathematical Applications. Experiments. 

GERMAN LANGUAGE. 

First, Second and Third Year. 

Its Pronunciation. 

Its Inflections. 

Its Syntax. 

English into German. ' 

German into English. 

Composition. 

Literal and Free Translation. 

German Reading. Prose and Verse. 

German Word-building, etc. 



114 

POLITICAL ECONOMY. 

Third Year. 
Its Evolution. 
The Conquest of Nature. 
Land and Farming. 
Lalior. Capital and Machinery. 
Money and Its Uses. 
Gold and Silver. 

Banking-. Paper Money and Credit. 
Taxation and Public Debts. 
Domestic Commerce. 
Foreign Commerce. 
Free Trade and Protection, Communism. Socialism and Anarchism. 

Fourth Year. 
The History of Education; Educational Reformers; Social Conditions; 
Liberty of Thought; The Progress of Science; The Advance of Popular 
Government; The Decline of War; The Equilibrium of Capital and La- 
bor; Original Researches. Essays on Manual Training, Kindergarten, 
etc., etc. 

PEDAGOGY. 

Ends and Means; Definitions; the Study of Books; Oral Instruction; 
Methods; The Teacher's Preparation; Drill; Testing; Examinations — oral 
and written; The Recitation; The Lesson; Methods of Teaching Special 
Branches, etc.; The Word-Method in Reading; Locality, Number and 
Expression, etc. 

SCHOOL MANAGEMENT. 
The Elements of Government Power; Goou Scholarship; Good Physi- 
cal Conditions; Eye, Ear and Voice; Environment, etc.; Heating and 
Ventilation; Promptness; Decision; Tact and Sympathy, etc.; Proper 
Seating; Incentives; Training the Will; Punishment; What Constitutes 
Good Order; How Sound Progress may be Measured; Length of Les- 
sons; Home Work; Refinement and Politeness; Apologies; The Abstract 
and the Concrete, etc. etc.; Roll-Books. Reports. Programs; Order of 
Exercises, etc. 



115 

PSYCHOLOGY. 

The Mind and its Activities. 

Consciousness and Attention. 

Sensations; Feelings; Mental Images and Ideas; Smell. Taste and 
Touch; Hearing and Sight; Memory and Imagination; Thought and 
Language; Reasoning and Knowledge; Emotions, Sentiments and De- 
sires; Will and Character; Temperament and Development. Applications. 

PRIMARY MANUAL TRAINING 
From a Pedagogic View: — The Drawing, Modeling, Color- work and 
Sewing taught in the Primary and Grammar Schools. 

RAPID FREE-HAND SKETCHING 

On the Blackboard to fit candidates to quickly illustrate in the school- 
room, etc., etc. 

SCHOOL ECONOMY. 
The Use of Books, etc.; Their Cost; Their Care; Skill to use what is 
supplied, and the power to know what is not needed; Conservation of 
energies; The skill to make a program, and the power to follow it. 

CHART WORK AND CHART TEACHING. 
Language. 
Geography. 

Numbers. 

The Development of the Biographical and the Historical Idea, begin- 
ning with the lowest grade. 

TEACHING ROTE SONGS. 

DEVELOPMENT OF THE IMAGINATION. 



LIMITATIONS IN STUDIES, SUGGESTIONS ON 
METHODS OF TEACHING, SCHOOL GOVERN- 
MENT, ETC., FOR THE DISTRICT SCHOOLS OF 
CAMDEN. N. J., PRIMARY AND GRAMMAR 
GRADES. 

AUGUST, 1898- 



SUGGESTIONS ON METHODS OF TEACHING. 



Follow the liniilaticfiis marked for your grade; do not hurry your own 
for the sake of teaching beyond your grade. There is just as much credit, 
and honor, and personal satisfaction to be obtained from teaching a lower 
primary grade as there is in teaching a high school grade. Language 
and numbers constitute your most important work; therefore, give a 
proportionately larger time to these subjects and make use of the other 
subjects to help them. Let each one attend to it that her grade limits 
are well taken care of; the parts being all right, the whole must be har- 
monious. 

In each division but ONE GRADE should be taught; but the grade 
may be divided into two classes, if owing to local conditions, the Prin- 
cipal should deem two classes more advantageous (in certain divisions) 
than one. 

Have a care about supplementary reading, etc. One does not, as a 
rule, need the supplementary until the original is exhausted. 

Good teaching in reading, writing, drawing or in anything else, cannot 
go on while the teacher is marking her roll-books, making out reports, 
etc., etc. 

Teachers that sit all through the sessions will find that their results 
will be greater and more satisfactory if they get on their feet and move 
around among the pupils a few times during each session. At least 95 
per cent, of the Camden teachers act on this principle of activity in the 
school-room. 

In making out memoranda for supplies, confine yourself to those books, 
etc.. etc.. that properly belong, under the limitations, to your grade, 
which are found on the printed list, and give full titles of books, corrtlct 
number for sizes, etc., of thimbles, needles, cottons, etc., etc. 

For drawing purposes, the only paper that is needed is White's books 
in the New Course in Art Instruction from the first year up to the ninth, 
and the t^wo sizes of the blank or practice books. 

Order needles by the i\l. and pins by the paper or dozen papers, etc., etc. 



120 

Do not use paper furnished for Manual Training purposes for written 
exercises, etc. 

Accustom yourself to making written notes of your difificulties and per- 
plexities, and seeking help about them irom those that have had more 
experience, etc. 

GRAMMAR DEPARTMENT. 



FIRST DIVISION— EIGHTH GRADE. 

Eighth Year. 

LANGUAGE. — Complete the study of technical grammar, including 
analysis, synthesis and syntax. Drill on noun, clause, adjective and ad- 
verb clause, and connectives. Much attention must be given to the use 
of punctuation marks. Attention also to paragraphing. Let your repro- 
duction gradually become composition work. Hyde's Practical English 
Grammar, completed. 

Review the work of the preceding grade. In general, teach both gram- 
mar and language critically and fully. 

LITERATURE. — The study of some classics in prose and in poetry, 
to be designated at the beginning of each school year. First to be read 
as a whole, then to be studied and analyzed as to — 

(a) Plan and treatment. 

(b) Kinds of sentences, and arrangement of their parts. 

(c) Meaning and use of words. 

(d) Figures of speech. 

Sketches of prominent authors; class work in memorizing choice ex- 
tracts or short pieces; recitations and declamations. 

SPELLING. — Hyde's derivation of words, 62 pages, etc.; and im- 
portant words in geography and other lessons. Each day's lesson to be 
spelled and pronounced previously with careful attention to syllabication 
and diacritical marks. Phonic drill. 

NUMBERS. — Careful review of all preceding grades, with much drill 
in the fundamental operations, especially in additions of long columns. 

Percentage, wfth its applications in profit and loss, interest. 

Partitive proportion; compound proportion; cube root; ARITH- 
METICAL ANALYSIS. 



121 

Oral exercises to correspond to written work. Separate book used lor 
this mental and oral work. 
Approximate solutions, proofs, etc., as in lower grades. 

MENSURATION. — Practical problems involving proportion and ex- 
traction of roots. Omit intricate and unusual figures. Attention to car- 
pentering, plastering, brick-laying and other problems of every-day life. 
Secure definite ideas as recommence - in Sixth Grade. Use Rodger's or 
any other book that will fairly cover the ground. 

ELEMENTARY ALGEBRA.— Addition; Subtraction; Multiplication; 
Division; the use of parenthesis, etc., etc.; composition and factoring to 
end of P. 63, revised edition. 

ORAL INSTRUCTION.— Important events of the day; American 
literature and history; earth, air, water, fire, heat, electricity, bread, wine, 
sugar, etc. 

MANNERS and MORALS.— (Notes.) 

VOCAL CULTURE. — Songs, recitations, declamations and debates. 

WRITING. — Copy-book need not be used if penmanship, neatness and 
arrangement are considered in the examination and marking of all writ- 
ten work. Pay attention to position, etc., and secure grace and dispatch 
by developing the movements. Until vertical is acquired, copy-books 
must be used. 

GEOGRAPHY. — Reviewed and completed. Especial attention to 
Physical Geography. Exercises in outlining, relief forms, relative sizes; 
centres of population, seaports, commerce, climate, productions and in- 
dustries. 

HISTORY. — Complete the study of United States History and Colon- 
ization of America. Supplementary reading in American History and 
History of New Jersey. 

GOVERNMENT.— Constitution of the United States. 

PHYSIOLOGY. — Due reference to hygiene and the effects of narcotics 
and stimulants. 

CALISTHENICS.— Daily exercises. 

MANUAL TRAINING. 

Insist upon accuracy, tieainess and full expression in all exercises. 



122 

SECOND DIVISION— SEVENTH GRADE. 
Seventh \ ear. 

LANGUAGE. — Original production; all definitions and inflections to 
be the outcome of work leading up to them; paragraphing and punctua- 
tion. Continue carefully the work in reproduction letter-writing, etc., as 
in lower grades. All exercises to be carefully examined by the teacher 
personally. Hyde's Practical Lessons in the use of English, p. 231 to the 
end; Review. 

READING. — Fourth Reader or easy Fifth and supplementary reading 
in United States history and American literature. Recitations and de- 
clamations. Class work in memorizing both prose and poetry; national 
songs, etc. Attention to meaning and use of words; formation of com- 
pounds and derivatives and to synonyms. 

SPELLING. — About thirty pages from second book, including names 
of persons; and important work in Geography and other lessons. Each 
day's lesson to be spelled and pronounced previously, with careful at- 
tention to syllabication and diacritical marks. Phonic drill. 

AMERICAN LITERATURE. 

NUMBERS. — Review of preceding grades. Rapid drills in the funda- 
mental operations, especially in addition with long columns; also in 
finding one factor when the product and the other factors are given. 

Denominate numbers completed, including fractional and decimal: 
square root; ratio and simple proportion; longitude and time. 

Have pupils give reasons, proofs; also approximate results. Some- 
times, instead of having problems worked out with pencil, have pupils 
tell what should be done (with reasons) and give approximate results. 

Elementary mensuration, not requiring cube root, continued, as directed 
in sixth grade. 

Oral exercises to correspond to written work. Mental work should 
be conducted in a spirited manner. Use a separate book for this mental 
or oral work, 

ORAL INSTRUCTION.— Daily events; noted inventors; fine build- 
ings and architecture. Talks on city, state and general government 

MANNERS and MORALS. — Correct faults indirectly, and as recom- 
mended. (See notes.) 

VOCAL CULTURE.— Songs. 



123 

WRITING. — Attention to position, holding the pen, height and slant 
of letters. Use the boards, slates and loose paper. Class drills to de- 
velope the movements. Pay attention to all writing and arrangement ol 
work. Secure symmetry, neatness and dispatch, as well as legibility. 

GEOGRAPHY. — Book completed in two terms; special attention to 
New Jersey; people, products, manufactures, occupations, railroads, soil 
and climate. 

Exercises in outlining; relative sizes of continents and countries; their 
relief forms on sand or clay. 

HISTORY. — United States History; important facts dwelt upon; as 
discoveries, settlements, causes of war with results, tables of Presidents, 
etc., etc. 

HYGIENE. — Habits; moderation in eating; effects of narcotics and 
stimulants; care of the body; physical exercises; care of the eyes; com- 
parison of colors, distances and height. 

CALISTHENICS. — Free gymnastics; breathing exercises. Attention 
to attitude, position and carriage. 

MANUAL TRAINING. 

Insist upon full expression^ accuracy and neatness in all exercises. 

THIRD DIVISION— SIXTH GRADE. 

Sixth Year. 

LANGUAGE. — Same as in Fifth Grade. — Hyde's Practical Lessons 
in the use of English, p. 126 to p. 230; Review. 

Frequent practice in reproduction of stories, interesting lessons, and 
other subject matter, teacher giving careful attention to precision and 
variety of expression, paragraphing, capitals and marks. 

READING. — Fourth Reader; supplementary reading in American His- 
tory, American literature, recitations and declamations; class work in 
memorizing both in poetry and prose. 

American Literature; Story of our country, etc. 

SPELLING. — About 30 pages of the book, including names of men 
and women, and important words in other lessons. Each day's lessorl 
to be spelled and pronounced previously, with careful attention to syl- 
labication and diacritical marks. Phonic drill. 

ORAL INSTRUCTION.— Industries, trades, materials, etc.; noted 
names. 



124 

MANNERS and MORALS. — Short biographical sketches, anecdotes, 
etc. See recommendations in lower grades. 

VOCAL CULTURE.— Songs. 

WRITING. — Be careful about position, holding the pen. height and 
slant of letters, etc. Use the boards freely. See that each pupil writes 
on the board in turn. Have class drills to develop ease, flexibility and 
the movements. Pay attention to all writing, and neat arrangement of 
work. 

NUMBERS. — General review of preceding grades throughout the term. 

Written problems involving principles of divisors, multiples, factoring, 
etc., common and decimal fractions; denominate numbers, omitting long- 
itude and time; drill on finding one factor when the product and the other 
factors are given; drill on adding up rapidly the ledger column. 

Elementary mensuration, not involving extraction of roots. Have ori- 
ginal problems with actual measurement made by the pupils in the school 
room and in the yard. See that the pupils get definite ideas; for in- 
stance of the inch, foot, j'ard, rod, linear square and cubic. 

Have pupils give proofs; approximate results; also have them tell how 
the problem is to be done and the name of the result, without working 
it out. 

Oral exercises to correspond to written work. Use a separate book 
for this oral or mental work. 

GEOGRAPHY. — Elementary Geography completed during the year, as 
in Fifth Grade; use of globe; latitude and longitude; special review of the 
map of the United States and map of New Jersey; exercises in outlining on 
board and slates, and relief forms in sand or clay. 

HYGIENE. — Habits; moderation in eating; effects of narcotics and 
stimulants; care of the body, of the eyes; recognition of color and distance. 

CALISTHENICS. — Daily drill in free gymnastics. Exercises in sit- 
ting, standing, walking, position of shoulders, etc. Breathing exercises. 

MANUAL TRAINING. 

Insist upon accuracy and neatness in all exercises. 

FOURTH DIVISION— FIFTH GRADE. 
Fifth Year. 

LANGUAGE. — Same as in Fourth Grade. Also Hyde's Practical Les- 
sons in the use of English, pages i to 125. 



125 

Freq^ient practice in reproduction of stories, interesting lessons and 
other subject-matter, with careful attention by tlie teacher to expression, 
sentences, capitals and marks. 

Have pupils acquire by use, in conversation especially, correct forms^ 
and thus guard against colloquial errors: "You was" and "was you" for 
j'ou were and were you; "holt" for hold; "set" for sit: "laid" for lain; 
"knowed" for knew; "seen" for saw; "me" for I; "him" for he; "them" 
.for they, and "these" for those; against using his'n, hisself. ain't bursted, 
and incorrect forms of other verbs, etc. 

READING. — Third Reader or easy Fourth; supplementary reading 
in history and nature. Memorizing of familiar quotations and other extracts 
and pieces in prose and verse. 

SPELLING. — Second Book, first part (about one-third); each day's 
lessons to be spelled and pronounced previously, with careful attention to 
syllabication and diacritical marks. 

MANNERS AND MORALS.— Enforced by anecdotes, short stories 
from books, daily occurrences, etc., etc. 

ORAL INSTRUCTION.— Daily news; food; wheat, bread, beef, 
cheese, fruit, etc. 

VOCAL CULTURE.— Songs. 

WRITING. — Explain each lesson on the board. Have the pupils crit- 
icise board and slate work. See that all the pupils have some board prac- 
tice. Develop, by class-drills on the slates, board and loose paper, the 
movements and flexibility. See that the pen is held properly and a good 
position is maintained. Pay strict attention to all writing, inculcating 
neatness, and dispatch, and orderly arrangement. 

NUMBERS. — General review of preceding grades. 

Rapid drill in the fundamental operations, especially addition. 

Weights and measures. (Practically by seeing and handling as far as 
can be done.) 

Fractions, common and decimal. Bills and receipts. 

Greatest Common Divisor and Least Common Multiple. These not 
to be taught until you have led up to them and shown the need of them 
in addition and subtraction of fractions. 

Rapid oral exercises to correspond to written work: book in the hands 
of pupil. Use a separate book for this mental or oral arithmetic. 

GEOGRAPHY. — To South America, inclusive, during first term. Book 



126^ 

ooiTipleted during the year; use of globes, wall maps, parallels and iirerfd- 
ians; outlining and moulding. 

HYGIENE. — Habits; moderation in eating; effects of narcotics and 
stimulants; care of the body; physieal exercise; care of the eyes — color and 
distance; pupils taught to sit, stand and walk properly. 

CALISTHENICS. — Daily drill, as directed in lower grades^ 

MANUAL TRAINING, 

In all exercises' insist upon accuyacy and neatness. 



PRIMARY DEPARTMENT, 



FIFTH DIVISION— FOURTH GRADE, 

FOURTH YEAR. 

LANGUAGE.— Exact copying; dictation; reproduction of interesting 
reading lessons, of stories read by the teacher and of the subject-matter 
of oral lessons (sometimes arranged in the form of letters). Analytical 
study of sentences, and practice in sentence-making and in casting of sen- 
tences — expanding and contracting, changing arrangement, changing 
structure'— to develop the ideas of number, time, voice, etc., preparatory 
to the formal study of grammar, and creating a need for its technical terms. 
Such terms may be used when the pupils are ready for them; but do not 
require the memorizing of formal definitions. Hyde's Practical Lessons 
in English; the whole book. 

HINTS. — Sentence on the board: The farmer has a boy who drives the 
cows to pasture. 

Teacher: Let me see how many of you can make this sentence shorter 
and yet express the same thing. 

Pupils Write: The farmer's boy drives the cows to pasturie. 

Teacher: How would you write the sentence to show the boy did this 
yesterday or last week? 

Pupils: The farmer's boy drove the cows to pasture. 

Suppose there were several boys and only one cow? Suppose the cow 
was mentioned first? (The cow was driven . . .) And so forth. 

READING.— Third Reader (other than that used in the third grade): 
attention to expression and delivery; phonic drill. Supplementary read- 



1-27 

ang. Memorizing of familiar quotations and otlier extracts or pieces in 
prose and in verse. 

SPELLING.— Prinoary Spelling Book completed, and words from all 
other lessons, lessons to be both oral and written. Each day's lesson to 
be spelled and pronounced previously, with careful attention to syllabi- 
cation. 

NUMBERS. — Practical problems under the Fundamental Rules and 
in U. S. Money. Bills and receipting. Weights and Measures continued, 
actual measures to be used, as in lower grades. Roman Notation. Con- 
tinue to drill tliorouglily in four fundamental rules. 

Factoring and ca-ncellation. ' Gontinue tlie work in lialves, thirds, fourths 
and fifths, embracing fractions equal to unity. Regular drill in rapid oral 
exercises to correspond with the written \vork. (Book in the hands of 
the teacher only.) 

GEOGRAPHY. — Small book begun in September and completed in 
June; wall maps; relief forms in "sand, clay, putty or plaster: exercises in 
outliniitg. Reviews: definitions, New Jersey, United States. 

ORAL INSTRUCTION.— Calendar; Memorable days. Fabrics: cot- 
ton, wool, linen, silk, etc. Have samples of raw materials and manufac- 
tured products, 

HYGIENE. — Habits; moderation in eating; effects of narcotics and 
stimulants; care of the body; physical exercise; care of the eyes; recog- 
nition of color and distance, 

CALISTHENICS. — Free gymnastics; attention to sitting, standing, 
walking as directed. 

MANNERS AND MORALS.— Continue as directed. Commend right- 
doing, politeness, and so forth, without saying a word about the opposite. 
Correct faults indirectly. 

VOCAL CULTURE.— Rote Songs. 

MANUAL TRAINING. 

In all exercises insist upon accuracy and nealness. 

SIXTH DIVISION— THIRD GRADE. 

Third Year. 

LANGUAGE. — Exact copying; dictation exercises; stories reproduced; 
picture exercises. Watch capitals and punctuation. Simple proverbs 



128 

and short pieces or extracts in prose and in verse to be memorized and 
frequently reviewed. 

READING.— Second Reader and supplementary reading. Easy Third 
Reader, 

SPELLlNG.-^-First part (about half) of Primary Speller; also words 
from other lessons; each day's lesson to be spelled and pronounced pre- 
viously, with careful attention to syllabication. 

WRITING.^After a month's practice on slate and board, introduce 
small copy-book with capitals, and with or without tracing. 

Pay strict attention to position, holding the pen, etc. Drill on arm 
movements with and without pen or pencil; also use slates, board and 
loose paper. Inculcate neatness, precision and dispatch. 

NUMBERS. — Complete fundamental operation; numeration and no- 
tation. Give numerous practical problems, both oral and written. Make 
your problems relate to things rather than to figures only. 

Special attention must be given to rapid oral and written work as before 
recommended. 

Continue the use of ^4, 1-3, Ya and 1-5. 

Continue the teaching of money, measures, weight and time, and the 
tables of the same as before. 

Roman notation to C may be taught. 

Avoid concert recitations, and the formal teaching of principles and 
definitions. 

Multiplication and Division completed. Provide plenty of examples, 
and drill thoroughly. (In written work, use long division form.) 

GEOGRAPHY. — Begin with talks on local geography and globe. 
Small Geography to the end of the Middle States, and outline studies of 
the Grand Divisions. Outlining on slates, paper and boards; natural di- 
visions and relief forms illustrated in sand, clay or putty. 

HYGIENE. — Habits; moderation in eating; effects of narcotics and 
stimulants; care of the body; physical exercise; care of the eyes; recog- 
nition of colors and distances. 

CALISTHENICS. — Free gymnastics as recommended. 

ORAL INSTRUCTION.— Observations of nature: Talks on wind; 
clouds, snow, rain, hail, springs, rivers, sea; ground, rocks; sun, moon, 
stars, etc. 



129 

MANNERS AND MORALS.— Talks and stories to develop courtesy, 
manliness, womanliness, honor, etc. 
VOCAL CULTURE.— Rote songs. 
MANUAL TRAINING. 
In all exercises insist upon accuracy and ticafness. 

SEVENTH DIVISION— SECOND GRADE. 
Second Year. 

LANGUAGE. — Develop observation, thought and expression by fa- 
miliar talks and short stories. 

READING AND SPELLING.— Charts and board exercises, First 
Reader (different from that used in the 8th grade), and Second Reader. 
Encourage freedom of expression. 

SPELLING. — Besides words in reading lessons, teach pupils to spell 
names of familiar objects in the school-room and about home. Secure 
attention by pronouncing words or sentences once only, in a low, clear 
tone. 

Dictate words and short sentences, have the pupils copy correctly, and 
read from the slates, a paragraph or two from the reading lesson. Read- 
ing, writing and spelling carried along together supplement each other 
and economize time. 

Do not forget that punctuation and capitals are a part of written lan- 
guage. Simple proverbs, and short extracts in prose and in verse to be 
memorized and frequently reviewed. 

WRITING. — Attention to position of body, hand and pencil. Daily 
drill on the arm movements. Capitals, names and addresses. See that 
pupils do all work neatly, make good figures and use long pencil (which 
it is best to distribute and collect each session), and that your own copies 
on the board and slates are in a good, bold hand conforming to the sys- 
tem in use. 

NUMBERS. — Grube method continued in adding, subtracting, multi- 
plying and dividing. Provide plenty of examples, of a grade not beyond 
the children's capacity. Do not dwell too long on small numbers. 

Multiplication table to be formed, not copied, and mastered to lo times 

lO. 

Continue constant drill exercises in adding, subtracting, multiplying and 
dividing numbers orally and at sight from examples involving signs, from 
the blackboard. 



130 

Have pupils deal rapidly and accurately with the relations of numbers. 

Beginning with i, 2, 3, etc., count by 2's, by 3's, by 4's. forward and 
backward within the limit of 100. 

Have no concert exercises. 

Develop the idea of J^, 1-3, ^ and 1-5. 

Have actual operations in buying and selling, and thus teach the meas- 
ures of capacity, length, weight, time and value; namely, coins and paper 
money; day, hour, minute, second, week, month, year; pound, ounce, 
half-pound; inch, foot, yard; pint, quart, gallon; dozen. 

Have the actual measures used in operations of length, weight and 
capacity; use an old clock or a dial to teach the hour of day. 

GEOGRAPHY. — Exercises on the globe and charts; local geography; 
directions. 

HYGIENE. — Talks; cleanliness, care of teeth, nails, etc.; neatness, care 
of the eyes. 

CALISTHENICS. — Frequent drills in sitting, standing and walking. 
Free gymnastics. 

MANNERS AND MORALS.— Talks and stories to encourage polite- 
ness, truthfulness, helpfulness at home, etc. 

VOCAL CULTURE.— Rote Songs. 

MANUAL TRAINING. 

EIGHTH DIVISION— FIRST GRADE. 

First Half Year. 

LANGUAGE. — Spend the greater part of the first term, without books, 
in getting pupils to talk freely, to ask questions of one another, to describe 
objects, and thus secure facility in their use of words. 

Then, beginning with short sentences on the board, teach pupils to read 
at sight. 

(Teach the articles, a, an and the, only in connection with other words; 
do not pronounce them separately. Alone they are emphatic.) 

Next use chart and book in connection with the board. 

Divide your class into groups of eight or ten pupils each, and teach the 
groups separately. 

WRITING. — Give daily drill on the arm movements, both with and 
without the pencil; attention to position, and holding the pencil, always 
a long one; keep a supply of well-sharpened ones on hand. Begin with 



131 

strokes, the capital O or a large oval; next the simplest of the small and 
capital letters, and easy words. Encourage the pupils by praising every 
genuine effort, however crude the result; but do not insist upon any quite 
young pupil doing and writing if no inclination is shown. Do not teach 
"printing." 

CALISTHENICS. — Frequent drills in sitting, standing and walking. 
Introduce free gymnastics by arm movements, marching, etc., in both 
classes. 

MANNERS AND MORALS.— Personal habits, salutations, etc. 

VOCAL CULTURE.— Short rote songs. 

NUMBER WORK.— Numbers from i to lo. The Grube method is to 
be used. The teacher must begin with objects, and continue their use 
until the pupils can make all the combinations without reference to them. 
Next teach the pupils to make the figures that represent the numbers. 
(Figures are not the numbers themselves.) 

By the Grube method we teach the pupils "each of the smaller numbers 
in succession, and all the operations within the range of each number, 
addition, subtraction, multiplication and division, before proceeding to 
the consideration of the next highest number." 

"The first four processes are naturally connected, any will appear so in 
the untaught mind. Multiplication and division are nothing but another 
way of adding and subtracting, so that we might say one operation con- 
tains all the others." But the pupils are to be taught, for instance, "all 
the operations that are possible within the number 2, all that do not pre- 
suppose the knowledge of any higher number," without saying anything 
about addition, subtraction, multiplication or division. Pupils are to be 
led to see the relations of numbers before they are taught the expression 
for such relation. 

"The child has to see and to keep in mind that 

i + i equals 2, 2X1 equals 2, 2 — i equals i, 2^1, etc. 
The whole circle of operations up to 2 is exhausted before the child pro- 
ceeds to the consideration of the number 3, which is to be treated in the 
same way." 

While the operations with numbers in this class must be limited to 10, 
and in some cases when the pupils are very young they may be limited 
to 5, pupils may be taught to count with objects to 20 or 30. 
MANUAL TRAINING.— (See General Directions and Grade Work.) 



132 

EIGHTH DIVISION— FIRST GRADE. 
Second Half Year. 

LANGUAGE. — Familiar talks by teacher and pupils on pictures, flow- 
ers, animals, furniture, fuel, food, plays, etc., for the purpose of developing 
thought and expression. 

READING AND SPELLING.— Board exercises, chart and First 
Reader. Have pupils talk and r^ad freely. Commend and encourage. 
Do not find fault. 

WRITING. — Give attention to position, and holding the pencil. Sec 
that the pupil always uses a long pencil in slate exercises. Easy words 
and sentences. Pay attention to capitals and marks. Teach the pupil to 
write his own name. 

MANNERS AND MORALS.— Personal habits, salutation, acts of po- 
liteness, etc. 

VOCAL CULTURE.— Easy rote song. 

MANUAL TRAINING. 

NUMBERS. — Writing and reading numbers, and fundamental opera- 
tions with them not to exceed 25. (10 may be found to be the limit for 
some classes.) 

Add, subtract, multiply, and divide, first, with objects; secondly, with- 
out figures; thirdly, with figures. Follow substantially previous recom 
mendations. 

Counting may be continued to 100. 

Develop the idea of Yz, Va and 1-3. 

Have operations in buying and selling performed by the pupils in the 
school-room, and thus teach the coins and their use; also the pint, quart 
and pound. 

Have no concert exercises. 



NOTES AND DIRECTIONS. 



SANITARY REGULATIONS. 
It is the first duty of the teacher to attend to the heaUh and physical 
comfort of her pupils. The ventilation and temperature of her room 
should receive her first attention on entering, and her thoughts should 
recur to its condition at the end of every lesson. 

1. VENTILATION. — The school-room should receive an abundant 
supply of fresh air throughout the daj'. A badly ventilated division is 
noisy, listless and disorderly; the pupils and teacher are restless, irritable 
and languid. Many teachers allow themselves to become acclimated to 
a close, foul, stifling room. Everything drags. The outraged pupils are 
sullen, and the teacher miserable and cross. Little for good is accom- 
plished in such a room; but much for evil, for sickness, and for the spread 
of disease. 

2. TEMPERATURE. — Extremes must be avoided. It must be ad- 
mitted that few school-rooms are well constructed and arranged as regards 
ventilation, temperature and light. But no matter if the best possible were 
done in a mechanical way, the teacher's responsibilities must always be 
great. 

Be particular about draughts. Do not permit a pupil to sit in a draught 
from the ventilator, door, transom or window; or in the hot draught 
from the register. 

In winter do not allow the maximum temperature to get above 72 de- 
grees. Try to keep it about 68 or 70 degrees. 

3. LIGHT. — Regulate the shutters, blinds and curtains, and place your 
pupils so as to secure the best light. Do not permit a pupil to sit where 
the sunshine pours upon his book, slate or desk. 

4. RECESS. — Unless the weather is inclement, or a pupil is not well, 
or for some other sufficient reason, send every one out during the whole 
time of recess, and give your room a thorough airing. If any are per- 
mitted to remain, see that they have on their wraps and are out of draughts, 
otherwise they would be better off in the yard. 



134 

5. CAUTIONS. — I. Allow pupils to pass promptly, and as t'reqtientfjr 
to the yard as is necessary. In this regard, it is better to err in the excessv 
If a little care and tact be exercised, no trouble need arise from this cause, 

2. Never send the pupil into the hall as a pmiishment. 

3. Have your pupils so drilled that they will do your bidding in case 
of fire or other danger. 

4. Never detain a pupil over half an hour at a time. Do not- detain 
much; it is the poorest way of securing order, etc. 

5. Little pupils sometimes do not know that they are .sick. Watch 
their faces; if they are flushed, feverish, or nave the headache, send them 
home. If any one is very sick, send for the Principal. 

6. Do not permit a child to sit in school with wet feet or clothing. If 
it is not far, the pupil better be sent home for a change of attire. 

7. Do not make a practice of sitting the greater part of an hour or more, 
but be on your feet and get around among your pupils. Show spirit and 
action in your work. A good teacher does not make a practice of sitting 
while teaching. 

SCHOOL GOVERNMENT, ETC. 

That the teacher should possess self-control, is the first necessity. Harsh 
voice and unsympathetic ways on part of the teacher rouse sullenness in 
the pupils. One must recognize that pupils need to be taught how to 
behave. Under proper conditions, the teacher's individuality should make 
any approach to sauciness or impertinence a thing of very rare occurrence. 
There should be few rules, and those few should be enforced. The mode 
of recitation should be, in itself, a training process. The recitation should 
not be commenced until the class's attention .is secured. Never com- 
mence a recitation or continue one while disorder continues; be careful 
to have your knowledge of the subject rounded and full. Show your 
pupils how to study — how to select the important points in the lesson; 
insist upon having the class-room kept clean; and the desks neat. 

By short stories, anecdotes, etc., and by other informal ways, inculcate 
ideas of self-restraint, the rights of others, and the care of others' prop- 
erty; permit no lounging, but have your pupils to sit erect — the arms in 
a natural, easy position. Use the small occasions to secure politeness. 
Do not do too much of giving your pupils work (merely to keep them 



135 

fotisy), and taking no part in it yourself — such practice is demoralizing. 
Call for everything you have assigned, and show an interest in( the work. 

Silence and a glance are often the best remedy for class disorder. 

So prepare yourself that you may conduct recitations without the aid 
■of the text-book. Show your pupils how to prepare their lessons, so that 
in home study' they will not have to rely on aid from their parents. 

Readiness in drawing outline representation of objects on the board is 
valuable to every teacher. 

Read and study the best works on the History of Education, Moral, 
Mental, Social Science, and Methods of Teaching. 

Under Morals and Manners, Appleton's little brochure called "Don't,"' 
Lee and Shepard's "Lessons on Manners," and Miss Kirkland's "Speech 
and Manners," are suitable books for the teacher's desk. 

CALISTHENICS, 

Exercises in calisthenics in our schools will give the pupils an easy and 
graceful carriage, as well as relieve the tedium of the school-room. To 
the smaller pupils it is indispensable; to the larger it gives elasticity to 
the limbs and flexibility to the muscles. Untrained pupils are apt to oc- 
cupy stiff and awkward positions, which result in rounded shoulders or 
else in semi-stooping postures. The muscles of the hand and arm be- 
come stiffened from need of sufficient exercise. By exercise in calis- 
thenics all this is obviated. The muscles are strengthened, the chest is 
expanded, and health promoted. 

We recommend the perusal of the following works upon this subject: 
Monroe's Vocal and Physical Training; Hitchcock's Gymnastic Manual; 
Mason's Gymnastic Exercises. 

SCHOOL READING. 

The little child just entering school has already learned very much; but 
can yet see no meaning in the printed page. What a journey lies between 
him and the Bible or Shakespeare! Happy the teacher who shall render 
easy and pleasant the first steps in that wearisome way! What should be 
the first steps; and how should the way be graded for his quickest pro- 
gress and his best development? This prompts an underlying question; 
What is Reading? 



136 

Reading is not mere vocal expression. Most of our reading is silent; 
one may read who cannot speak. The essential part of reading is inter- 
pretation — the getting of the thought from the page. We must judge the 
thought acquired by elocution, the expression given; but our work is to 
teach reading rather than mere elocution. One may render good elocu- 
tion without undertanding even the language; and one may get the thought 
readily though poor in elocution. To read is to interpret written lan- 
guage. 

To learn to read, then, is nothing less than to learn a new language. 
This is not easy work; yet even our youngest pupils have already accom- 
plished a harder work. They have learned spoken language, which may 
now be used in teaching them written language. They can take in thoughts 
from spoken words, and put their own thoughts into speech. Unless 
their models have been very poor, they use, with general correctness, all 
the parts of speech with their modifications, all kinds of sentences, and 
even the idioms of our tongue (so troublesome to foreigners). Yet they 
know nothing of the theory of language. Now, just this practical ability, 
and nothing less should be aimed at, from the very start, in written lan- 
guage. The child must learn "to hear with the eye" and "to talk with 
the pen." Many excellent directions for this work are given in our Read- 
ers. We call attention here to the steps of the progress as suggested by 
the child's learning of speech. 

1. THE STARTING POINT OF IGNORANCE.— At first, the infant 
hears words as mere sounds. The pupil, at first, will see words as mere 
marks. 

2. LEARNING TO HEAR AND TO SEE WORDS.— The same 
sound is so often heard in connection with the same object, act, or rela- 
tion, that the infant mind associates the two, and comes to think of the 
thing whenever it hears the word. The pupil must see the written form 
so frequently in connection with its idea as to make the same association, 
and at sight of the form, receive the idea. Whether spoken or written, 
words are primarily and essentially mere signs of ideas. Language itself 
may afterward become an object of study; but in the communication of 
thought, whether by speech or by writing, the language must be a mere 
vehicle. Any attention to the sign itself, is that much attention taken 
from the thought; and the thought, remember, is always the important 
thing. Evidently, then, good reading, cannot be done until the words 



137 

are recognized at sight. Whenever a pupil must stop to make out a word, 
drill him upon it, for its meaning and utterance, until he can read the 
entire sentence smoothly. Never pronounce a word for him and allow 
him to pass on — unless you intend to prevent him from learning to read. 
Better let him close the book and sit down. For effective reading, words 
must be signs of ideas — recognized as such at sight. 

3. LEARNING TO MAKE WORDS.— After hearing words, the in- 
fant tries to make them; and, after many efforts, at length utters its first 
word — recognized, it may be, only by the partial ear of mother. Now, 
as speaking soon accompanies hearing, so writing should accompany 
reading: writing, that is, not as penmanship, but as expression of thought 
Let the teacher now have a partial eye, and give much credit for the 
attempt. Imagine the child's feeling as he thinks: "I said something with 
my pencil." Let him repeat the attempt (avoiding weariness by variety), 
until the marks are legible to the eye. It will take less time to learn to 
write a sentence legibly, than it required to learn to speak it plainly. Do 
not be impatient for results. The effort called forth is more valuable than 
the result achieved. There are plainly three stages in this learning to 
write: copying a model; writing from memory, the model being removed; 
writing the words as mere signs of ideas, without conscious thought of 
the signs themselves; as, in talking, the words are never thought of as 
signs. 

4. IDEAS ACQUIRED BEFORE WORDS.— The infant becomes fa- 
miliar with the idea before its vocal sign. Follow the same order here. 
Teach first the forms of words already familiar in speech. The books in 
use must generally fix the order of new words; but time may be saved by 
passing a lesson containing words whose meaning would not be plain. 
Short words are naturally chosen because their forms are more easily 
learned. In giving new words, make haste very slowly. Use the great- 
est variety of repetition, that the words may be thoroughly known. It is 
a great misfortune that pupils in the higher grades often stumble at easy 
words, which should have been mastered in the first year at school. Great- 
est patience is required in teaching the first score or two of words. After 
this has been done (if wisely chosen), there is material for drill; and, from 
then on, the pupil should easily add one or two new words each day. 
Each word learned may be looked upon as a new conquest in the great 
world of letters; and the teacher at every grade should know what con- 



138 

quests are to be made just there. At least in the lower grades (and better, 
in all), it would be well to make alphabetical list of the words to be taught, 
as they occur in the readers (and other books). She should, of course, 
know what has been learned in the grades below, in order to make fullest 
use of it. Such knowledge of the pupils' vocabulary, and a conscious pur- 
pose to use it in her talks to them, would not only furnish additional drill, 
but would prevent much of that too common "shooting over their heads." 

5. WORDS LEARNED AS UNITS.— The infant, as already implied, 
learns speech-words as units, not as combinations of elementary sounds. 
The pupil should begin in the same way with book-words — learning the 
word as a unit, not as a combination of letters. Just here, however, we 
are confronted by a marked change of conditions. That frequent repeti- 
tion required to fasten the word as the sign of its idea, comes about inci- 
dentally in the necessities of speecli; while, in writing, it must be brought 
about somewhat artificially. Throughout the day the child is hearing and 
using speech; while but a few hours are devoted to book-words. Now, 
the words to be learned are very many; and to depend merely upon suffi- 
cient repetition would demand a long time. Besides, the only faculty thus 
cultivated would be memory. For these reasons, and also to give the 
child power to help himself, something must be added to repetition. As 
soon as the pupil begins to write, he begins to learn the letters. Not in 
the old manner of learning the A. B. C's; but as the names of real things 
that he is now using. As he learns their names, teach him also (what is 
more important than their names) their powers — the sounds they repre- 
sent. This can easily be done by slow pronunciation (spelling by sound), 
while pointing to the word as spaced upon the board, or chart, and show- 
ing how each letter "goes." So many of the little words first needed are 
phonetic, or nearly so, that the pupil will soon be able to make them out 
as they occur. The teacher who has not tried this method will be sur- 
prised at the interest taken, and the facility acquired in thus learning new 
words. But, whether learned by sight alone, or by combining letters and 
sounds, every word must at least become the sign of an idea — calling up 
that idea with no more attention to the sign itself than is necessary in 
speech. 

6. WORDS LEARNED IN SENTENCES.— The infant learns words, 
not separately, but in sentences. Book-words must be learned in sen- 
tences. So only must their meaning and use be obtained, and chiefly also 



139 

their forms. The speller is a drill-book, an artificial means of repetition. 
The unit of discourse is the sentence. No thought is exchanged until 
the sentence is completed. Now a sentence is not merely the set of words 
between two periods. The period does not make the sentence, but the 
completeness of the sentence requires the period. Words are not joined 
directly into a sentence, but first into the elements of the sentence. These 
elements are found by analysis to be: The subject, predicate, complements 
and modifiers (with connectives). Excepting the simple predicate, any 
of these may consist of a word, a phrase or a clause; but, whatever the 
form, the elements as such must be perceived before the full meaning of 
the sentence can be reached. The separate words may be known, and 
yet the thought be missed because the words are not seen in their con- 
nection. Of sentence analysis as a theory, the pupil may be ignorant; 
but the art must be practiced by him in all sentence interpretation. 

PHRASING. — A great deal of so-called reading is mere word pro- 
nouncing. One might think the pupil was repeating a column of words 
from the speller. As there is little in his utterance that could pass for 
expression of thought, it may be inferred that but little thought has been 
acquired. In diagram analysis, each element of the sentence is made to 
stand apart; so must the words be grouped by the eye and the voice of 
the reader. This practical analysis may be secured by questions leading 
the pupil to discover the elements for himself. Take the sentence: "The 
energy which drives our locomotives, and forces our steamships through 
the waves, comes from the sun." What is said of energy? what energy? 
drives what? forces what? forces steamships where? etc. See that the 
pupil does not drive the locomotive through the waves (as does the lack of 
a comma in the grammar from which we quoted it). This analysis, re- 
member, is taught here not for its own sake, but for the sentence interpre- 
tation, and should begin in the lowest grade. In the same way should 
be given the practical introduction to grammar and rhetoric. Then, at 
the grade where these are taught as separate branches, they will be studied 
with interest and profit. 

EMPHASIS. — The interpretation of the sentence is not complete when 
merely the words and their connections are known. A sentence may be 
conceived as answering primarily one question. The essence of the an- 
swer, whatever element it be, must be made prominent in reading. To 
do this, in whatever way, is to emphasize. A change in meaning requires 



140 

a change in place or kind of emphasis. Take so simple a sentence as "The 
stranfifc man put his hat upon the table;" and notice the variety of thought 
or feeling indicated bj' every change of emphasis. The emphatic element 
is determined more or less definitely by the order of the words: yet it is 
the unavoidable imperfection of written language, that each reader must be 
left very much to his own emphasis, deciding for himself the question 
answered by the sentence and the manner of the answer. 

POETRY. — Especial attention to phrasing and emphasis is required 
by the peculiar structure of poetry. It may be necessary to put it into 
the form of prose, to determine the emphasis, pauses, etc., proper to ex- 
press the thought. This will correct the common fault of measuring it 
ofi by the line. But "poetry must be read poetically." The rhyme and 
rythm must be marked. The music of its form must be added to the 
thought and sentiment. 

PUNCTUATION. — Emphasis, inflections, tones, pauses, are all learned 
unconsciously as parts of spoken language. In writing, these are rep- 
resented (though imperfectly) by punctuation. From the very first, ev- 
erything belonging to written language should be learned, as a part of 
it. Be sure that the pupil notices every mark and point, and feels its 
force. Show its correspondence to the proper vocal expression, and the 
effect of its omission. Thus he may discover the reasons for punctua- 
tion without committing a rule as such. Technical terms may be avoided, 
as, indeed, they should always be until they are needed. Call the period 
a dot, and the capital a big letter, until ready for the proper names. If 
the lessons are properly arranged, the points will come in so gradually 
as to be easily learned. Go through your books to be ready for simple 
explanation of them as they occur. Insist upon the punctuation in all 
writing. The child properly led should find it as natural to punctuate 
as to give proper tones and pauses in reading or speaking. 

ELOCUTION. — In emphasizing the essential part of reading inter- 
pretation, we have perhaps seemed to slight elocution. A priori it would 
seem that correct expression would follow clear understanding. But stub- 
born facts disprove this logic. We dare not say that the verity of correct 
elocution proves equally rare the appreciation of the thought and senti- 
ment. Elocution, like singing, is learned chiefly by imitation. Even 
fair models are scarce. What may be called the natural manner, is dis- 
placed long before the child enters school. The common directions: 



141 

"Think of the matter and not the manner," "read as you talk," can thus 
have Httle value. Elocution is an art, having its grammar, and standard 
of excellence; instruction in it should form a part of all school reading. 
Elocution is to speech what penmanship is to writing; and no one thinks 
of teaching the latter by simply ignoring it. That is good elocution, and 
that alone, which would please when imitated, 

VOICE CULTURE. — One need not be a professional elocutionist in or- 
der to give useful directions and drill upon the materials of speech, such 
as breathing and control of the breath; tone, power, compass, and flex- 
ibility of voice. With the alphabetic elements, singly and in all possible 
combinations, also with words and sentences, practice the various slides 
and waves, and changes in rate and force. Such practice is to reading 
what "running the scales" is to music. 

CRITICAL ELOCUTION. — The pupil's interpretation is revealed by 
his oral reading. If this is faulty, do not correct it arbitrarily by showing 
or telling him where or how to emphasize, pause, inflect, etc., but by 
analytic question, unravel the meaning, and (having now acquired the 
meaning) the proper vocal expression should follow. "What does it mean 
as you read it? what else might it mean, and how would you express that 
meaning? If it meant so and so, how would you read it? If it read in 
such a way. what would it mean?" This aims not at mere parrot-like ut- 
terance, but at language interpretation and expression of thought. The 
search for the best rendering is the best key to the text. An obscure 
passage will often unfold its meaning in the critical effort to read it aloud. 

IMPERSONATION, — Reading may be correct as to the thought, 
yet not portray the feeling — a perfect body, but lifeless. Do not allow 
emotional passages to be read as the abstract rules of arithmetic. Culture 
of imagination should be one result of the reading lessons, and this can 
be accomplished by leading the pupil to enter into the scene and sympa- 
thize with the sentiments uttered. The attempts to express the sentiment 
will quicken also its perception. 

LANGUAGE STUDY. — The reader should be the principal instrument 
in language study. Practice exact copying, writing from dictation and 
correcting from the book, putting detached statements into a complete 
sentence; cutting a sentence into its statements; substituting synonyms; 
expanding and contracting modifiers; changing number, person, tense. 



142 

voice; changing poetry to prose; figurative language to plain; giving log- 
ical analysis of lesson (points of thought), etc. 

MEMORIZING. — Incite pupils to the memorizing of choice gems. 
This will not only cultivate memory, but will give command of language, 
and store the mind with material for conversation and meditation. 

METHODS. — The child's method before school ought also to be sug- 
gestive. He has had no direct teaching. No one has sought to command 
his attention to matter in which he felt no interest (a difficult thing even 
with mature minds). His work has been play. With his natural activity, 
he has learned to do by doing. He has been led without knowing it. 
This process should continue in school as far as possible under the greatly 
changed conditions. Sixty children with one teacher. This calls for 
order. Yet this order is not merely for its own sake, but is means to an 
end, and should not be so enforced as to destroy the spontaneous activity 
of the child, or keep his attention from the matter to be learned. Con- 
ceal the idea of task — unpleasant to child or man. Let his work go on as 
play. Awaken curiosity, the mother of attention, and sustain it by live- 
liness, variety, and genuine sympathy. Especially do not let the child be 
hampered by fear of criticism. Imagine yourself reading, with every 
auditor, book in hand, sharply watching for mistakes. The effect of this 
upon the reader is certain, and its effect upon the pupils so listening is 
at least doubtful. Do not insist upon every pupil's reading aloud at every 
recitation. This dwindles into mere mechanical repetition and waste of 
time. All should read, get the thought from the book, while any one is 
giving expression to that thought. 

LITERATURE. — Have the pupil regard the book as a person's talk; 
lead to acquaintance with authors. We care to know who the speaker is; 
so the personality of the author, the time and circumstances, and purpose 
of writing, all increase our interest in what we read. This air of reality 
will nourish the love of literature. The culminating flower of this school 
training should be an insatiable fondness for the best that books can give. 

SPELLING. 

It is best to give a sentence containing the word to be spelled, and then 
repeat the word. An isolated word often conveys little meaning; and, 
though it is familiar, it may sound strange. In the primary grades fre- 
quently have each word in a sentence spelled in order, or have the sen- 



143 

tence written on the slates from your dictation. Instead of taking the 
words that are selected from the Reading Lesson, read the lesson, sen- 
tence by sentence, asking the pupils to spell the words you repeat. It 
will be the best to do this after the pupils have read the lesson. Thus 
they will soon form the habit of noticing unconsciously each word as 
they read — a habit common to all good spellers and proof-readers. 

Teach the common little words like to and two. for and four, buy and 
by, sea and see, their and there, etc., by employing them in little sentences: 
He went to town; I have two books; It is for me; I have four pens; we 
were there; we could see their home, etc. 

Besides dictation lessons, occasionally have different pupils copy such 
part of the reading lesson as you may select, and read it from the slates 
instead of from the books. Next ask them to spell such words from the 
slates as you may call for, and name the points or punctuation marks they 
have used. 

In every division a list of words that pupils are liable to misspell should 
be noted, both by the teacher and the pupils. By a little care, these will 
soon be learned. 

In examination and other papers, all misspelled words and gross errors 
in punctuation should be marked, and something for each deducted from 
the "average," or number of credits. It will have a surprising effect in 
making pupils careful and observant, and it is the best way of securing 
correct spelling. 

In the higher grades a few important rules should be taught, and a 
number of examples given under each to familiarize the pupils with their 
application. Give special attention to forming the plural of nouns, past 
tenses and participles from the simple verb, etc. 

Besides an occasional "Spelling Bee," or "spelling on sides," spelling 
games will incite an interest. Have, for instance, each pupil in turn 

1. Give and spell the name of some animal. 

2. Give and spell the name of some city. 

3. Give and spell the name of some boy. 

4. Give and spell the name of some girl. 

5. Give and spell the name of something made of iron. 

OTHER TOPICS: Birds, trees. States, countries, rivers, lakes, fishes, 
etc. 



144 

6. Let each pupil give and spell a word of one syllable; of two; of three, 
etc. 

7. Require each pupil to give and spell a word with the long sound of a 
in the first syllable. 

Also of I. Italian ii. 3. Long e, 6, or i. 

2. Short ii. etc. 4. Short ^, o, or 1, etc. 

8. Let the first pupil name and spell some monosyllable, dissyllable or 
geographical name; the next give and spell a similar word, beginning with 
the last letter of the previous word; and so on. 

ARITHMETIC. 

Begin to teach Counting by using familiar objects, as books, pencils, 
blocks, etc. Hold up to the view of the pupils a book, and draw out from 
them the idea one; repeat this process with several different objects, and 
then show that one stroke on the board and slates represents one object, 
and is called one. Proceed in a similar manner to draw out the idea two; 
use two strokes on the board and slates, and show that 2 is the represen- 
tative character; and so on with 3, 4, etc. Continue these exercises until 
the idea of number is developed. 

Slate and board exercises on the formation of the Multiplication Table 
should be used extensively before the tables are given to be memorized. 

"Long Division" should be taught before "Short Division;" the latter 
may be taught in connection with factoring and cancellation. 

Children can be led to take interest in proving examples. 

So far as possible, endeavor, in all cases, to give familiarity and create 
an interest before assigning matter to be memorized, and all such matter 
should be in immediate connection with its relative slate work. 

By practical means, give a correct idea of the Units of Weights and 
Measures. Encourage pupils to bring the foot-rule, the measure, etc., 
and use all available occasions to show pupils the connection of school 
work with the affairs of the outside world. 

Prepare yourself to know your subject as a part of a whole, and so 
teach it. 

Strive for promptness, accuracy and neatness; but do not allow time 
to be frittered away by useless straight-edging. The art, not the science, 
comes first: give numerous extra examples — not too intricate and not 
too long. Use the boards every day — send many pupils at a time. Be 



145 

not satisfied with drowsy work; rouse your pupils, and secure good work- 
ing order by keeping them interested. 

Notation and Numeration are important. Do not suffer them to be 
slighted. 

In Mental Arithmetic (particularly), be sure to teach the pupils to re- 
cognize the steps of passing to and from the unit. Be on your guard 
against fixed "models of solution," if you would save yourself disappoint- 
ment at the close of the term. 

Frequent Orals Exercises with small numbers are quite beneficial when 
conducted with promptitude. 

The "Four Fundamental Rules" enter largely into the business affairs 
of life; do not think it beneath your grade to give them your attention. 

In teaching "Common fractions," drill thoroughly on halves, thirds, 
fourths, sixths, etc., before attempting greater difficulties. 

Before commencing Decimals, review notation and numeration of whole 
numbers, and then explain the law of development. 

The foregoing remarks are merely suggestive. There are several good 
works that treat the subject extensively. 

WRITING. 

To secure the best, or even creditable, results, the teachers in successive 
grades must follow the same system; must pay attention to the position 
of the body, holding the pen, neatness, etc.; must see that the pupils do 
not, as they are so apt at first, use too much ink; that they hold the pen 
lightly in the fingers — so lightly that it will nearly drop out from its own 
weight. They must look after these points not only in the writing-lesson, 
but in all written work. 

It is best to give considerable time to the movements. After they are 
once acquired, the pupil will, in a short time, become a good ready writer. 
Too much of the writing in the Copy books is, indeed, not writing — it 
is drawing. 

Do not mark high at first. Leave room to increase your marking with 
every slight improvement. The effort of the little pupil, considered as the 
work of a beginner, may be worth 90 or 100. But if he is marked so to-day 
and to-morrow, and so again next week, unless great care is taken, he 
will become careless and indifferent. His thought will be: "Well, I can 
always get 90." If you commence with a low mark, taking first-class pen- 



146 

manship (not the drawn, measured and laboriously engraved copy of 
chart), as the standard, he will be encouraged and interested in seeing 
his averages increase, and will do his best to merit your approbation. 

But the main object is not to make penmen, but plain, legible business- 
like writers. If the pupil has already formed a good round hand easily 
read and delightful to the eye, do not seek to change it, though it should 
set all "systems'' at defiance. Wherever it is possible in our crowded 
graded schools to foster a desirable individuality it should be done. 

In the lowest Primary class do not make writing, drawing or any work, 
a task. Nothing will be lost by waiting and developing an inclination to 
write and draw. Do not teach the so-called "principles and elements." 
Some tracing is beneficial. Much of it becomes a hindrance. It cramps 
and does not develop. The teacher should go around and write, with a 
well-pointed lead pencil, letters, words and sentences in the books for the 
pupils to trace. Use your pen sometimes, but depend upon your pencil, 
except in the higher grades. 

In every written lesson, attention should be given to capitals, punctua- 
tion, the arrangement of paragraph, etc., as well as to the penmanship. 
If this is done Copy books can soon be discontinued in the higher grades. 

GEOGRAPHY. 

The judicious teacher can, by the use of objects and pictures, waken the 
interest imagination of the child, develop the observing and perceptive 
(lualities, and call into action the forces of association. 

Beginning f\rst with the objects in the school-room, the position of the 
same, the yard, its position, the school-house, its position in the yard; 
direction, reguiring them to point to the North, South, East and West; 
tell where the sun rises, where it sets; require them to state what is in the 
north, south, cast and west corners; require pupils to stand in the principal 
intermediate points, and have pupils go to them and state their directions 
in going; let them draw a map of the school-room, and locate teacher's 
desk, pupils' desks, the doors and windows. Draw a. map of the school 
yard, and let the pupils locate the trees and other objects. 

Let them give the directions of streets of the city, and the directions 
of the school-house from their homes, etc. 

Let them give the boundaries of the school-room, and of the school 
yard. Illustrate by means of globe, ball or orange, and board of dia- 



147 

grams, talk to them about the general features, etc., of the earth, and its 
relation to the sun, moon, etc., etc. 

Form representations in sand or clay, enable the teacher to make the 
features of the charts and board outlines intelligible to the child. 

Sufificient help should be given to the children to prevent home study 
from becoming irksome or discouraging to them or their parents. 

Topical recitations are valuable as an aid in cultivating the pupils' powers 
to answer freely in their own language. 

Careful attention should be given to the pronunciation of all names and 
terms: there should be reviews, the recitations should be sprightly, and 
except in preparatory lesson, "leading questions" should be avoided. 

The intelligent teacher, once aroused to the necessity of the case, will 
scarcely fail in the endeavor to clothe this branch with attractions that 
will awaken and maintain the interest of pupils in any grade. Social 
intercourse, the newspaper, literary works, etc., will enable her to gauge 
the essentials of geography; her personal experience will enable her to 
realize how little of the vast amount of matter, once acquired by mere 
force of memory, is retained. Satisfied that the most important towns^ 
rivers, etc., and the general outlines, etc., constitute the essentials, she will 
dwell on these, and touch lightly on the less essential parts. 

In all the grades, frequent use of the globe should be made. 



LANGUAGE. 

The child reared among the educated and refined will generally use 
good language, though ignorant of grammar as a science. The first 
essential to the successful teaching of this branch is a teacher who, in 
speaking and writing, is accustomed to use the best English. 

Among the exercises of the school-room Manual Training probably 
stands first as a means of developing thought and expression. It should 
be so conducted that the pupil will tell all about the subject. The framing 
of the questions and answers, with the mild criticisms of teacher and pupils, 
cannot fail to produce good effects. If the pupil cannot say what he 
wishes, prompt him; if his speech does not convey the right thought, cor- 
rect him, or assist him to correct himself. Let the teacher make incor- 
rect assertions or expressions, such as children make, and have them de- 
tect the error and make the proper statement. 



148 

Next to the object lesson the reading lesson is most fruitful of sugges- 
tions for a language exercise. Indeed, in the teaching of them, the two 
branches are so closely allied that many suggestions upon reading will 
fitly apply to this subject. Question on the lesson, have pupil give thought 
in his own language. Omit or change words and phrases, and have pupils 
note the difiference of meaning. As they advance, the outlines of the 
whole lesson should'be given by one, or by all taking parts. Have pupils 
write sentences and paragraphs from reading lesson, punctuate and place 
capitals as in text. Change to their own language the same paragraphs 
and punctuate. Dictate sentences requiring the period, the interrogation 
point or the exclamation point, and leave the pupil to decide which to 
use. Insist upon precision in all his writing if you would have the pupil 
acquire a practical knowledge of punctuation and capitalization. 

Let every talk be a conversation, in which the pupils fully do their part. 
In correcting the speech of younger children, observe more particularly 
such errors as the pupils can readily perceive the difiference between the 
right and wrong expression. Our youngest pupils will detect the error 
from the sound in a great many expressions, as "Them books," "He 
knowed it," "Was you there?" etc. Always set the pupil right in his 
language, but unless he can comprehend the rules of construction give no 
reason; except to satisfy him, you may say, "It is better," or "It sounds 
better." 

In commencing to build sentences, dictate those without modifiers; 
have pupils substitute another subject or predicate; give subject or predi- 
cate only, and have them fill blanks. Commence additions by modifying 
subject by a single word, then the predicate in the same way, and only 
by short and deliberate steps go on the use of phrases and clauses. See 
that all modifiers are appropriately used. Do not go beyond the simple 
sentence until the pupil can, upon familiar topics, express himself readily 
and in language comparatively correct. Bear in mind, in our teaching, 
that the desideratum is not only to speak correctly, but to have something 
to say. The object is not to make the pupil competent to criticise, but 
able to produce. The recitation that does not awaken new thought or 
enlarge ideas already acquired, fails of its aim. 

As an introduction to longer original compositions, tell or read stories, 
and have the pupils write them in their own language. Give fables, have 
them write out and apply, state aphorisms and have the pupils develop 



149 

them. Let the pupil have a definite subject and require him to stick close 
to it. Thought is essential to the production of the original composition; 
the teacher can arouse the first thought and start it going. 

The teacher's aim should be to cultivate in the scholars' minds a taste 
for good, substantial and instructive literature. 

NOTES ON TEACHING HISTORY. 

Too much stress cannot be laid on the importance of inculcating into 
the child's mind a habit of reading the best literature, and in consequence 
abstain from wasting time and talent on the class of literature that poisons 
the mind and dwarfs the intellect. 

To accomplish the best ends in teaching history, the teacher should be 
well read, having a good supply of general knowledge, besides being well 
versed in history. 

The teacher must have the faculty of imparting knowledge in a pleasing 
and interesting manner. The lessons should frequently be accompanied 
with relating or reading interesting and instructive anecdotes and narra- 
tives furnished by teacher and pupils. The geography, soil, climate, 
ethnology and natural history of a country can with much profit be em- 
ployed in creating an interest in the study of history. 

Questions asked by pupils and referred to different members of the class 
to be answered at the next lesson will be productive of interest, and what 
is best of all, will form habits of investigation, an acquirement in scholars 
to be highly prized. 

The map of a country may be sketched on the board to assist in the 
recitation. 

The teacher should dwell largely on the cardinal or turning points in 
history, i. e., upon those events that, apparently, have been decisive. 
Topical and synoptical study should also be employed. 

Show your pupils that you are interested in the subject; lead them to 
see that history is a lengthened story of what men have been doing. 
Arouse their interest and the rest will come. 



MANUAL TRAINING. 



vSTUDY OF FORM, COLOR, TEXTURE, GRAIN AND FIBRE, ETC. 
IN NINTH. TENTH, ELEVENTH AND TWELFTH GRADES, 
MANUAL TRAINING AND HIGH SCHOOL. 
CAMDEN, N. J. 



DRAWING COURSE— FORM STUDY, ETC. 



First Year — Boys. 
Working Drawings in Joinery. 
Clipping, Filing and Fitting. 
Projections to No. 58 (exercises). 
Pattern-Making Drawings. 

Second Year — Boys. 
Working Drawings in Tinsmithing. 
Turning and Forging. 
Perspective. 
Projections finished and reviewed. 

Third Year — Boys. 
Lettering, Isometric Draw'ings. 
Gearing, Details and Construction. 
Drawing of Vertical Engine. 
Color Work, Modeling. 
Descriptive Geometry. 

Free-hand, Object or Model Drawing one period every week during 
each of the three years. 

First Year — Girls. 
Working Drawings in Sloyd. 
Projections to No. 58 (exercises). 
Perspective. 

Second Year — Girls. 
Perspective, continued. 
Projections finished and reviewed. 
Lettering. 

Third Year — Girls. 
Isometric Drawing. 

Working Drawings for Wood Carvings. 
Designing. 
Color Work, 

Free-hand, Object or ]\Iodel Drawing one period every week during 
each year of the three years. 



154 

Fourth Year — Girls. 
Modeling. Construction, Color, etc. 
School-room Training, Practice Teaching. 

SEWING. 
Variety of articles giving practice in Plain Sewing, Fancy Needle-Work, 
etc.; Measuring, Cutting and Fitting, Pattern-Making, etc.; as laid down 
in Hapgood, Johnson, and The AmericaiT System, etc. 

WOOD-WORK (Joinery). 
First Year — Boys. 
Exercise I. — Nailing. 

Exercise II., 111., IV. — Planing, Sawing, Chiseling. 
Exercise V. — Half-lap. 
Exercise VI. — T-Joint. 

Exercise VII. — Dove- tail Half-lap T. ^ 

Exercise VIII. — End Lap Mitre. 
Exercise IX. — ^Angle Brace (Dove tailed). 
Exercise X. — Slip-Mortise and Tenon. 
Exercise XI. — Solid Mortise and Tenon. 
Exercise XII. — Built-up Cube (Revised Sections). 
Exercise XIII. — Square Prism. 
Exercise XIV. — Hexagonal Prism. 
Exercise XV. — Octogonal Prism. 
Exercise XVI. — Square Pyramid. 
Exercise XVII. — Octagonal Pj'ramid. 
Exercise XVIII. — Dove-tail Joint. 

Exercise XIX. — Draw Dove-tail Joint • 

Exercise XX. — Hopper Joint. 
Exercise XXI. — End Dove-tail. 
Exercise XXII. — ^Tongue and Key. 
Exercise XXIII. — Long Splice. 
Exercise XXIV. — Long Splice Parallel Cut. 
Exercise XXV. — Secret Dove Tail. 
Exercise XXVI. — Comer Joint with Dowel. 
Exercise XXVII.— Sill Joint 
Exercise XXVIII. — Hip-Roof Section, or Truss. 
Exercise XXX. — Step Ladder. 



155 

SLOYD WORK. 
First Year — Girls. 
I. Penholder: Boring with Drill Bit; Fitting a Peg; Curve Whit- 
tling. 
II. Tool Rack: Cross-cut Sawing, Gauging, End Planing (in bench 
hook), Boring (auger bit), Sand-papering. 

III. Flower Pin: Point Whittling, Sand-papering (without block.) 

IV. Flower Stick: Rip-sawing, Narrow Surface Planing, Squaring. 
V. Coat Hanger: Curve-sawing, Smoothing with Spoke-shave, Bor- 
ing with Brad-awl. 

VI. Cutting Board: Broad Surface Planing, Vertical Chiseling, Hor- 
izontal Boring, Filing, End Planing. 
VII. Flower-Pot Stand: Nailing, Sinking Nails. 
VIII. Flower-Pot Stool: Halved-tog-ether Joint. 
IX. Corner Bracket: Beveling with Spokeshave and Sloyd Knife. 
X. Hammer Handle: Oblique Planing. 

XI. Paper Knife: Wedge Planing, Filing Edge, Notching, Punching 
(Stamping). 
XII. Towel Roller: Planing a Cylinder, Fitting Axle. 

XIII. Pen Tray: Grooving with Gouge, Scraping (Round Cabinet 

Scrape, etc). 

XIV. Hat-Rack: Chamfering, Straight-edge Beveling. 
XV. Picture Frame: Half-lapping, Grooving with Chisel. 

XVI. Cake Spoon: Compass Sawing. 

XVII. Picture Frame: Grooving with Rabbet Plane, Mitring. 
XVIII. Foot-Stool: Half-oblique Dovetail. 
XIX. Scoop: Vertical gouging. Cutting with Drawing-Knife (gouge, 
bevel inside). 
XX. Brackett: Plain Dovetailing. 

XXI. Book-Rack: Plain Dovetailing, Carving Curve, Design. 
XXII. Knife-Box: Plain Jointing, Square Grooveing, Quarter-round 
Beveling with Plane. 
XXIII. Tray: Dovetailing with a Mitre, Use of the Parting Tool, Shell- 
acing. 

TOOLS, ETC., USED IN SLOYDS. 

Back Saw, Splitting Saw, Compass Saw, Cross Cut Saw, Turning Saw 
(Frame Saw), Block Plane, Smoothing Plane, Jack-plane, Jointer Plane, 



156 

Rabbet Plane, Plow, Matching Plane, Mitre Plane, Chisel, Framing 
Chisel, Skew Chisel, Gouges, Gouge (bevel inside). Half-round File, 
Round File, Flat File, Brace, Auger Bits, Centre Bits, Drill Bits, Hammer, 
Nail Set, Marking Gauge, Mortise Gauge, Mallet, Counter Sink, Screw- 
driver, Try-square, Spokeshave, Brad-awls, Veneering Tools, Stamp, 
Bevel, Parting Tool, Cabinet Scraper, Round Cabinet Scraper, Bench- 
hook, Cabinet-maker's Clamps, Drawing Knife, Rule, Pencil, Knife 
(Sloyd), Dividers. 

Particular attention should be paid to the use of the Sloyd Knife and 
the Skew Chisel. 

MATERIALS. 

White Pine: Ya, Vz, Va, H, Va, Vs, ij^ inches. 

Beech: i inch. 

Gum: J/2 inch, i inch. 

Maple: % inch. 

Cherry: ^, %, %, 2 inches. 

White Wood: ^ inch. 

Winding Sticks, Sand Paper, etc., etc. 

WOOD CARVING. 

Second and Third Years — Girls.* 
I, II, III. Gouge: Cutting with the grain, at right angles to it 
and at angle of 45 degrees. 
IV. Curves. 

V. Straight and Curved Cuts (figure). 
VI. Straight and Curved Cuts (figure). 
VII. Straight and Curved Cuts (figure). 
VIII. Curved Cuts (figure). 
IX. ^ Gouge: straight groove with the grain (figure). 
X. 5-16 Gouge: straight groove across the grain (figure). 
XI. Tapering Cut, fancy figure. 
XII. Square Notches, fancy figure. 

XIII. Shallow and Deep Cuts, fancy figure, beveled edges. 

XIV. Shallow Cuts, fancy figure, beveled edges. 



* As extra work the young men take up inlaying and some of the higher 
forms of the wood-carving course, etc., etc. 



157 

XV. Concave and Convex Edges, fancy figure, beveled edges. 
XVI. .Section of a Sphere on a square plinth. 
XVII. Low Cone, square plinth. 
XVIII. A leaf raised, square plinth. 

XIX. A Leaf raised on a square plinth. 
XX. A Leaf raised on a square plinth. 
XXI. Conventional Fleur-de-Li-s, square plintli. 
XXII. Leaf, square plinth. 

XXIII. Leaf, square plinth. 

XXIV. Four-cornered Star, raised on a square plinth. 

XXV. Maltese Cross (triangular prisms) on a square plinth. 
XXVI. Section of a Sphere, sunken on a square plinth. 
XXVII. Section of a Sphere, sunken on a square plinth, with a section 

of a smaller sphere raised within. 
XXVIII. A Ring, raised on a square plinth. 
XXIX. A Star (5 points) raised on a square plinth, 

XXX, A figure formed of four diamonds. 
XXXI. Leaf Form, raised, etc. 
XXXII. Leaf Form (more difficult). 

XXXIII. Oak Leaf, raised, etc. 

XXXIV. Pin Leaf, raised, etc. 
XXXV. Leaf Form, raised, etc. 

XXXVI. Leaf Form. 
Plaster of Paris cast of forms in high and low relief. 
From above course selections are made to suit the skill of the student. 

TURNING. 
Second and Third Years — Boys. 

a Plain Cylinder. 
I. b Plain Cylinder, Square Notches, 
c Plain Cylinder, Curved Notches. 
II. File Handle. 

III. Baluster Rail. 

IV. Baluster Rail, Second Pattern. 
V. Table Leg: 

VI. Newel Post. 
VII. Gavel. 



158 

VIII. Goblet. 
IX. Urn. 

X. Corner Rosette. 
XI. Corner Rosette, Second Pattern. 
XII. Corner Rosette, Third Pattern. 
Additional practice on the lathe comes in the pattern making cotirse, 



PATTERN MAKING. 

Second and Third Years — Boys. 

1. Exercise to illustrate the principle of draft. / 

11. Grate Bars. 

III. Box Wrench (hexagonal hole). 

IV. Journal Brass, 
V. Wall Bracket. 

VI. Angle Washer. 

VII. Anvil. . .' 

VIII. Crank Shaft and Crank, 
IX. Pillow Block. 

X. Step-cone Pulley. 
XI. Plain Pulley. 
XII. Eccentric Strap. 

XIII. Cylinder (engine), 

XIV. Link Motion (complete). 

METAL WORK. 

First Year — Boys. 

CHIPPING, FILING, SCRAPING AND FITTING. 

Use of the Cold Chisel, Cape Chisel, i2-inch Bastard File, 8-inch Hand 
Bastard, Surface Plate, Steel Square, Calipers, Scribes, i2-inch Smooth 
File, lo-inch Smooth File, Centre Punch. Steel Straight Edge, 6-inch 
Graduated Steel Scale, Scribe Gauge, Screw Vise, Steel Dividers. 

Nine Exercises — Graduated. (See State Report of l8g2, for drawings.) 



15^ 

TINSMITHING. 

(Hand tools; no machines.) 

Second Year — Boys. 

SHAPING. WIRING AND SOLDERING. 

Exercise I. — The Lap Seam. 

Exercise II. — The Lock Seam. 

Exercises III. and IV. — Open Cylinders, telescoping: lap seam on tlie 
inner one, lock seam on tlie outer one. 

Exercise V. — ^Cylindrical Form: a cup. 

Exercises VI. and VII. — Cone and Frustum. 

Exercises VIII. and IX. — Square Pyramid and Frustum. 

Exercise X. — Application of No. IX. :A corner of a square pan. 

Exercise XL — Application of No. IX.: A complete pan. 

Exercise XII. — Application of No. VIII: Round pan, flaring. 

Exercise XIII. — An Elbow (cylinders and sections of them at an angle 
of 45 degrees). 

Exercise XIV. — The T-joint. 

TOOI^ AND APPLIANCES (Tin Ware). 

Double Iron Gas Furnaces, Tinner's Mallets, Hand-grooving Tools. 
Riveting Hammers, Setting Hammers. Flat-nosed Pliers. Soldering-irons. 
Plain Dividers. Scratch-awls, Rivet Sets and Headers, Tinners' Shears 
(straight and circular), Raising Hammers, Beakhorn Stakes. Creasing 
Svvedge, Square-face Swedge, Bench Plates, Bottom Stakes (3 sizes). 
Hatchet Blade, Hollow Mandrel, Wire Gauge. INIaple Rule (12 inch). 
Double Stake (straight, 4 heads), Common Iron Square, Blowhora 
Stakes, Sets of Solid Punches and Chisels. 

FORGING. 
Second Year — Boys. 

Using Portable Forges, lOO-pound Anvils. i^A pound Hammers. 10- 
pound Sledge, Square Edge Set Hammers, Calipers, Closed Tongs. Hol- 
low Tongs, Blacksmith's Square, Top and Bottom Fullers (^ in.) 
Hardies, 

Exercise I. — % inch square Norway Iron. A piece is cut off. upset, 
drawn out, checked off and shaped into the forms — cylinders, square 



160' 

pffsm, octagonal prism, and centre punch point, and the whole piece- 
brought back to its original length. 

Exercise II. — The S hook (5-16 common iron) of given dimensions. 

Exercise III. — The ring (fg round iron) welded with the chain-linfc 
scarf. 

Exercise IV. — The Square Split Ring (^ square iron). 

Exercise V. — Three Links of a Chain, welded by the chain-link scarf^ 
each link from 13^ in. to 2 in. long (5-16 in. round iron). 

Exercise VI. — Introduction of the Punch. Hook. 

Exercise VII. — Hook and Staples, closed eye and twisted shanks (5-16 
square iron). 

Exercises VIII and IX. — Scarfing in two forms — the lap and the V 
\^/i square iron). 

Exercise IX a.— Welding of VIII and IX. 

Exercise X. — Construction of blacksmiths' flat-nosed tongs. 

Exercise XI. — Construction of Bolts, Nuts, square and hexagonal (with 
or without threads). 

Exercise XII. — Test Work: Dressing cold chisels, etc. 

FORGING AND MACHINE WORK. 

Third Year — Boys. 

Extra appliances needed: Iron Lathes, Drill-Press, Thread- Cutters 
(Tops and Dies), Shaper or small-sized Planes, an Engine or a Motor. 
Tempering, etc.. Chipping, Filing, Fitting, Polishing and Finishing. 
Exercise XIII. — Steel Work: Making Cold and Cape Chisels, etc. 
Exercise XIV.— Set of tools for iron lathe. 
Exercises'XV and XVI. — Making Hammers, Ball-pein and Riveting. 

LATHE WORK. 

Plain and curved turning in iron and brass, cutting right and left and 
square threads. 

Exercises XVII, XVIII, XIX, XX.— Riveting, Drilling, Tapping and 
Brazing. 

ORNAMENTAL IRON WORK. 

Scrolls, Screens, Grills, Stands for Tables, Lamps, etc. 



161 

PIECE WORK. 

Third Year. 

Construction by different pupils of parts of the lathe, dynamo, engine, 
etc., the parts, when put together, making a complete whole. 

Owing to the lack of floor space, we are not able to carry out the third 
3 ear course as laid down above. 



MANUAL TRAINING. 



STUDY OF FORM, COLOR AND TEXTURE. 



GENERAL DIRECTIONS FOR ALL GRADES. 



PRIMARY AND GRAMMAR SCHOOLS. 



THE OBJECT OF THIS WORK IS TWO-FOLD, TO 
LEAD THE PUPILS. 



First, To get from objects exact ideas of form, color and texture, and 
to see geometrical forms in nature, or as there modified and their ap- 
plication in art. The teacher should avoid merely telling facts, bui 
should lead pupils by questions to compare and contrast one object with 
another and one part of an object with another part. 

Second, To express their ideas by — 

(a) Laying sticks and tablets. 

(b) Folding and cutting paper. 

(c) Drawing from objects, from memory, from dictation — and by de- 
signing. 

(d) Exact description in language. 
Pupils should be led to — 

1st. Study of Forms as Wholes. — Study their shape, size, growth, con- 
struction or formation and their use. 

2d. Analysis of Form and the Study of Details, as wholes, as to surface 
and faces, as to edges, as to corners; of color, shade and tint; of te.xture 
— the material, its quality and characteristics. 

3d. Reproduction of Forms in materials and the drawing of forms and 
patterns from familiar articles; original construction and designing. 

4th. Color Study — picking out and producing colors, recognizing and 
naming them; and the study of tints, shades and combinations. 

The teacher in each grade, above the lowest, must give due attention to 
the work marked out for the lower grades. 

This course is found in White's New Course in Art Instruction, first yeA 
to ninth year. 

Pupils should be each supplied with one of the above books of the 
proper year, and also a blank or practice book. Each teacher should 
be supplied with the Manual of the grade which she is teaching. 

Good books to consult are: 

Cutler's Primary Manual Training. 

Gilmore's Lessons in Industrial Drawing. 



166 

Love's Industrial Education. 
Prang's Use of Models. 

Bamberger's Education of Head and Hand. 

Hapgood's School Needle Work (Teachers' Edition). Johnson's Needle 
Work and others. 
Two lessons a week. Each lesson at least 45 minutes. 

FIRST GRADE. 

First Year. 

White's New Course in Art Instruction — First Year. 

AIODELING. — Sticklaying; Colored Sticks — Lines, angles, squares, 
triangles, etc., and their repetitions; historic frets, borders, etc. 

TABLETS. — Arrangements with circle, semi-circle, squares, oblongs 
and triangles. 

COLOR. — Six standards (red. orange, yellow, green, blue, violet), four 
dark grays and black (for contrasts, etc.). 

Paper Cutting and Paper Folding. 

DRAWING. — Points, dictation exercises, lines (edges), drawing from 
the face of objects, and from simple forms; omit tracing. 
(Study the Manual.) 

# 

SECOND GRADE. 
Second Year. 

White's New Course in Art Instruction — Second year. 

MODELING. — Sticklaying — Same as First Grade, but fuller. 

TABLET LAYING. — Same as First Grade, only using tablets of dif- 
ferent sizes. 

COLOR. — Six standards, six complementary hues (violet red, orange 
yellow, green yellow, blue green, green blue, violet blue), four light grayj 
and white (for contrasts, etc.). Recognition, naming and using in ar- 
rangements (contrasted harmony). 

Paper Cutting and Paper Folding and Constructions. 

DRAWING. — Lines, measurements, dictations, surfaces, etc.; simple 
forms, etc.; borders, etc., etc.; straight line designs, etc.; drawings from 
objects; no tracing. 

(Study the Manual.) 



167 
THIRD GRADE. 

Third Year. 

White's New Course in Art Instruction — Third year. 

MODELING. — Tablet-laying as laid down in the book. Paper Fold- 
ing and Constructions. 

COLOR. — Six standards and twelve hues. The eight grays, black and 
white, recognition, naming and arranging (contrasted harmony). 

DRAWING. — Object drawing, etc., course laid down in the book lor 
Third year; no tracing. 

(Study your Manual. 

FOURTH GRADE. 

Fourth Year. 
White's New Course in Art Instruction — Fourth year. 
MODELING. — Paper Folding and Construction, etc. 
COLOR. — Review, scales of color. Dominant Harmony, etc. 
DRAWING. — Geometric, Decorative and Pictorial, as laid down; no 
tracing. 

(Study and follow the Manual.) 

FIFTH GRADE. 
Fifth Year. 
White's New Course in Art Instruction — Fifth year. 
MODELING. — Paper Folding, development and constructions. 
COLOR. — Review, classification, etc., scales of color. Dominant Har- 
mony. 

DRAWING. — Geometric, Decorative and Pictorial as laid down: no 
tracing. 

(Study and follow the Manual.) 

SIXTH GRADE. 

Sixth Year. 
White's New Course in Art Instruction — Sixth year. 
MODELING. — Development and Construction. 

COLOR. — Review, classification by composition, etc. Simple and 
primary colors, Complementary Harmony. 



168 



DRAWING. — Geometric, Decorative and Pictorial, as laid down; no 

tracing-. 

(Study and follow the Manual.) 

SEVENTH GRADE. 

Seventh Year. 
White's New Course in Art Instruction — Seventh year. 
MODELING. — Development and Constructions — Card Board, Oak 
Tag Paper. 

COLOR. — Classification by Composition, etc. Simple and Primary 
Colors; Analogous Harmony. 

DRAWING. — Geometric, Decorative and Pictorial, as laid down; no 
tracing. 

(Study and follow the Manual.) 

EIGHTH GRADE. 
Eighth Year. 

White's New Course in Art Instruction — Eighth year, and White's New 
Course in Art Instruction — Ninth year (excluding in both Historic Orna- 
ment, Botanical Drawing and Design). Giving particular attention to 
Geometric Drawings and to working Drawings. 

DRAWING.— As above. 

MODELING. — Development and Constructions from Card Board, Oak 
Tag Paper. 

COLOR. — Review; Perfected Harmony, etc., as laid down for eighth 
and ninth years. 

(Study and follow Manuals.) 

See note in Annual Repo«>( on Object Drawing. 

Keep full samples of work in printed book and in blank or practice 
book. 



TABLES OF INSTRUCTION 



The following tables show liberally how much colored paper is needed for 
each grade, and will assist Principals in making out orders and in distributing 
material. 

With eare the cout'se can be worked out with one-half the amount of paper 
given in the tahles. 

COLOR— NINTH AND EIGHTH YEARS. 



INSTRUCTION. 

Classification by Qualities. 
Matnral and Acquired. 
Analogous Harujony. 

(Cont.) 
Classification by Qualities. 

(Cont.) 
Effects of Juxtaposition. 
Perfected Harmony. 



MATEKIAX,. 



Six Standards. 
Tints, 1 and 2. 
Shades, 1 and 2. 



1' 



sheet each. 



welve Hues. "| 
ints, 1 and 2. I 
lades, 1 and 2. j 



Twelve Hues 

Tint 

Sh 

(45 whole sheets.) 



2 sheet each. 



COLOE— SEVENTH YEAR. 

INSTRUCTION. MATERIAL. 



Classification by Composition. 
(Cont.) 
Simple and Binary Colors. 
Analoijous Harmon v. 



Six Standards. 
Tints, 1 and 2. 
Shades, 1 and 2. 



!• 

2. U 
id 2. J 



sheet each. 



Twelve Hues, 
Tints, 1 and 
Shades, 1 and 

(45 whole sheets.) 



sheet each. 



COLOR— SIXTH YEAR. 



INSTRUCTION. 



Classification by Composition. 
Simple and Binary Colors. 
Complementary Harmony. 



LMATERIAI,. 



Six Standards 
Tints, 1 and 2 
Shades, 1 and 



U 



I sheet each. 



Twelve Hues. 1 

Tints, 1 and 2. \h sheet each. 

Shades, 1 and 2. J ' 

(45 whole sheets. 



170 
COLOR— FIFTH YEAR. 

INSTBUCTION. MATEEIAL. 

Six Stand aids. \ 
Tints, 1 and 2. i J sheet eacli. 
Cla<sification by Va!u^. Shades, 1 and 2. ) 

(Gout.) 
Scales of Color. Twelve Hues. \ 

Dominant Harmony. Tints, 1 and 2. >- ^ sheet each. 

Shades, I and 2. j 

(45 whole sheets.) 

COLOR— FOURTH YEAR. 

IKSTttCCrrOIf. MATERrAt. 

Six Standards. — h sheet each. 
CIassific»lion by Values. 
Scales of G.lur. Tints, 1 and 2. \^ ^j^^^ ^^j^ 

Dominant Harraonr. Siiades, 1 and 2. f 

(27 whole sheets.) 

CX)LOR— THIRD YEAR. 

tSSrERCCTION. MATERIAI.. 

Twelve Hu^. — 1 sheet each. 
Gold. — 2 sheets. 

Twelve Efnes. N. B. — ^The gold may be dispensed 

with and something else used. 
( 14 whole .sheets.) 

COLOB^SECOND YEAR. 
iKsraxjCTios. material,. 

Violet Red. ] 
Orange Yellow. | 
Green Yellow, 'i » i , > 
Blue Green. 2 sheets each. 

Green Blue. j 

Violet Blue. j 

Six Hues. 

Fonr Light Grays. NeratralGray, 1. ] 

^^^^-•y' h il sheet each. 
Warm <jiay, 1. j 

Green Gray, 1. J 

White. — 3 sheets. 

<19 whole sheets.) 

COLOR— FIRST YEAR. 

rSSTRCCTIOK. MATERIAL. 

Six Standards. — 2| sheets each. 

KeniLralGray,2 "j 
Si.x Standards. Cooi Gray, 2 i , , . . 

Fonr Dark Grays. Warm Gray. 2 J ^ ^'^*^ ^*'**' 

Black. Green Gray, 2 j 

White. Black. — I sheet. 

White. — 2 sheets, 

(22 wlurle sheets. 



SEWING, 



In tvery grade care must be taken in tlie teachiug of conect method 
of threading needle, making knot, using the thimble, of lasteniag a new- 
thread in the progress of a hem, etc., of taking a stitch and drawing tiie 
thread through tiie material, of holding the scissors in cutting, the proper 
position of the left hand in holding the work, etc. 

The object is to teach thoroughly; not only to tlie gifted few, but to 
all, the essentials of plain sewing. In this, as in other sttidies, much repe- 
tition is necessary. 

On Phycho-physiological grounds we do not deem it wise to begin 
sewing below the third grade. Each grade should review step of lower 
grade and learn something distinctively new. It is also desirable, as far 
as possible, that each grade should make in miniature (lo or 12 inches in 
greatest dimension) some article embodying the steps already learned. 

The order would then be review, new stitch, articles. 

Incidental instructive talks between teacher and pupil on the several 
steps, etc., and on the manufacture of scissors, steel thimbles, pins, flax, 
cotton, emery, wax, etc. 

Each grade should have one lesson each week; the lesson to Ixi sixt>- 
minutes in length. 

The lady principals of girls' schools will please arrange the work to 
obtain uniformity of size in the materials used for the several exercises in 
the several grades of their respective schools; arrive at a closely accurate 
approximation of the amount oi material of all kinds necessary to carry 
out this coarse; keep in a tabulated form an accoimt of stock of all arti- 
cles, scissors, thimbles, etc., etc., etc., on hand; keep notes relating to any 
difficulties met with in carrying out this course, and report the same with 
any pertinent- suggestions (in writing) to the City Supervisor. 

In reporting to the City Supervisor the amount, etc., of supplies 
needed, please give size, number of thimbles, needles, darning needles, 
darning cotton, sewing cotton, etc., etc.; also specify colors when necessary. 

In all the grades, preserve samples of this work- 



172 

THIRD GRADE. 
Third Year. 
Ea-cii and Uneven Basting Running, Turning, basting and running yi 
inch hem. 

Articles to be made: Wa.sh-rag. Bag.s, outline form.s in running stitch, 

FOURTH GRADE. 
Fourth Year. 
REVIEW. — Hemming; Gathering and placing of gathers (Stroking); 
Half-backstilching; Seaming; Running and Backstitch; turning; basting 
and running J^-inch hem. 

Articles to be made: Sheets, Pillow-cases, and Table Linen (in minia- 
ture). 

FIFTH GRADE. 

Fifth Year. 
REVIEW. — Over-Casting; Over-seaming; Double-gathering (French); 
Single Fell; Practice in cutting and making sack night-dresses and 
chemises. 

SIXTH GRADE. 

Sixth Year. 

REVIEW. — Blanket Stitch; Darning a tear; Darning a stocking; to 
set a gather iu a band; double gatiiering over-handed to a band; gutting 
on hooks and e3'es; facings: sewing on loops of tape; cutting a gored 
skirt and apron. 

Articles to be made: Skirts and plain aprons (in miniature). 

SEVENTH GRADE. 
Seventh Year. 
REVIEW. — Secured by making a garment (in miniature) — Bias Fell; 
Mitred Corner j Eyelet Hole; Button Holes; Gussets, Ruffles faced on; 
Piping; Tucking; Whipping. 

Articles to be made: A pair of draw'ers (in miniature). 



173 

EIGHTH GRADE. 

Eighth Year. 

REVIEW. — Cutting and making a garment from patterns; Hem-stitch; 
Outline-stitch; Catch-stitch; Chain-stitch. 

Articles to be made: Handkerchiefs; Scarfs; Flannel Skirt on yoke; 
Butcher Linen Squares for Doilies (all in miniature). 



NORMAL CLASS GRADTTATBS. 



The following graduates of the Girls' Normal Class are qualified to 
teach, Fil^al examination. Mardi, 1898: 

SECOND GRADE CERTIFICATES. 
Ivliss Helen Marchant, 529 York street. 
Miss Bessie R. Tilton. 513 Arch street. 
Miss Martha M. Winkler, 525 North Second street. 
Miss Rachel B. Donnalley, 33^ Benson street. 
Miss Grace R. Seynioiar, 410 Linden street 
Miss Kathryn E. Molan, 727 Market street. 
Miss Alice B. Hunt, 620 Oierry street. 
Miss Reba M. Coulter, 522 Penn street. 
Miss Susie M. Bonstedt, 838 Linden street. 
Miss Cynlhia M. Plant. 224 North Twelfth street 
Miss Mary G. Mather, 519 Market street. 
Miss Genevieve Nelson. 

Miss Anna A. Hegelman, Sixth and ?^lm streets. 
Miss Florence F. Bowen, 35 Wood street. 
Miss Agnes T. Smith. 618 Walnut street. 
Miss Hannah J. Phrampus, 510 Federal street 
Miss Dora M. Williams. 
Miss Ella C. Newton. 

HORATIO DRAPER, 

Principal High School, 
:March 30, 1898. 



CANDIDATES ETvIGIBI^E TO TEACBL 



1. Agnes Ethel Draper, 582 Clinton street. 

2. Irene Rebecca Gray, November, 1898, 621 South Third street- 

3. Lulu Vroom Finlaw, 311 South Sixth street. 

4. Alary Pidgeon, 115 North Ninth street. 

5. Anna Wriede, Palmyra. 

6. Miss May Browning, 222 North Third street, 

7. Blanche Garrison, 409 Linden street, 

8. Mrs. Mattie P. White, Third Grade, 422 Elm street, 

9. Miss Helen Marchant, 529 York street, 
io. Miss Bessie R, Tilton, 513 Arch street. 

11. Miss Martha M. Winkler, 525 North Second street. 

12. Miss Rachel B. Donnalley, 33S Benson street. 

13. Miss Grace R. Seymour, 410 Linden street, 

14. Miss Kathryn E. Molan, 727 Market street. 

15. Miss Alice B. Hunt, 620 Cherry street. 

16. Miss Reba M. Coulter, 522 Penn street. 

17. Miss Susie M. Bonstedt, 838 Linden street. 

18. Miss Cynthia M. Plant, 224 North Twelfth street. 

19. Miss Mary G. Mather, 519 Maxket street. 

20. Miss Anna A. Hegelman,, Sixth and Elm streets. 

21. Miss Florence F. Bowen, 35 Wood street. ' 

22. Miss Agnes T. Smith, 618 Walnut street. 

23. Miss Hannah J. Phrampus, 510 Federal street. 

24. Miss Cordelia F. Gosline, 524 Royden street. 

25. Miss A. Laura Ludlow, Haddonfield. 

26. Miss Margaret P. Warren, 707 Clinton street. 

27. Miss Florence G. Black, S. W. Cor. Eighth and Walnut streets. 

HORATIO DRAPER. 

Principal High School. 
August 5, 1898. 



li 



IJST OF SUCCICSSFUL CAiNUlDATES FOR FIKST (iKADE CERTIKK'ATES, WITH AVERA(.iES OBTAINED, MAX, IS'.>S. 

























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423 Market Street 


2d. 1896 


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86 87 


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180 


First. 



LIST OF SUCCESSFUL CANDIDATES FOR SECOND (JRADE CERTIF1CATF:S, WITH AVKHAtiES OBTAINED, MAY 2-6. 1898. 



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NAME. 



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328 Elm Street 

401 Broadway 

333 Chestnut Street 

401 Chambers Avenue 



8(^1 lOOl. LAST 
ATTENDED AS A PUPIL 



Philadelphia Normal 

E. A. Steven,"* (irammar.. 
L S. Mnlford (Jrammar. 
L S. Mulford Grammar. 



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3d, 1892 2 

3d. 1887] 2 

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3d. 18821 2 




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76.1 1 Second. 
76.1 1 Second. 



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LIBRARY OF CONGRESS 



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